A Self-reflexive:Approaches to the Still Thoughts Instruction and Construct a Confluent Moral Education Model.

• Main Authors: Su-Fen, Hung, 洪素芬
• Other Authors: Mei-Ying Tang
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/70761709759663314530

碩士 === 臺北市立師範學院 === 國民教育研究所 === 88 === The purpose of this research was to approach the "Still Thoughts Instruction". Through the self-reflexive process, understand the context of the "Still Thoughts Instruction" and to re-construct the education theory. In order to approach the context of the "Still Thoughts Instruction", as a case study, researcher found the information by participant observation and document analysis. And found there are important connections inside the case. In educational point, "Cognition, Affection, and Skill" are three domains to approach the whole "Still Thoughts Instruction". The essay was written in a process-reflection way. From an education researcher''''s perspective to try to describe the whole approaches. In the first chapter, described the beginning of the research, personal motivation, thoughts of approach and the purpose. In the second chapter, reconsidered the information from the past researches. And in third chapter, explained the philosophical thoughts, design, and method about this research. From the fourth chapter to sixth chapter, was the three domains approach description of "Still Thoughts Instruction". In the fourth chapter, explore to the "Tzu Chi Teachers Association". During to the Tzu Chi teachers are so passion, so gentle, and give without asking for in return. The "Still Thoughts Instruction" was begun to use by more and more schoolteachers. The Tzu Chi Teachers showing up their education "Affection". In the fifth chapter, explore what are the principles of the "Still Thoughts Instruction". Through the approach to understand the Tzu Chi teachers'''' "Cognition" context. In the sixth chapter, analysis the documents to know what is the teaching strategy of "Still Thoughts Instruction". Through the approach to understand the Tzu Chi teachers'''' "Skill" context. In the seventh chapter, from the processes of approaching to "Still Thoughts Instruction", researcher reflected on the moral education. And the concepts of "Cognition, Affection, and Skill" and "Moral, Education, and Teach" to re-build a confluent moral education. For describing the active connection and show researcher''''s understanding, they are be presented as a pattern picture. And in the eighth chapter, researcher reflection the whole presentation and have some idea about future.