After School Moral Subject Matter Disappears...Case Study of An On-Service Primary School Teacher''s Moral Education Practice

• Main Authors: Alicia, Chiang-Hsieh, 江謝麗雪
• Other Authors: Pei-Hsuan, Lin
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/11793675132732678881

碩士 === 國立台北師範學院 === 課程與教學研究所 === 91 === The launch of Taiwan compulsory education official policy of 1st-9th Grade Alignment Curriculum Guideline in September of year 2001 brings Taiwan’s moral education development into a totally new age. It’s not only change the form of moral curriculum from subject matters to interdisciplinary approach, even far more to hidden curriculum approach, but also empowers school teachers to develop their own moral education programs flexibly as well. According to the literature review of relevant moral education studies in Taiwan for past decades, the researcher found that lacking of qualitative works in this field leads the moral education practice reality in Taiwan appears rather vague and ambiguity. It is an incredible shortcome that needs to redeem. So the researcher conducted case study in qualitative methodology approach to examine how the case -Mrs. Cat, an on-service primary school teacher, enacting her moral curriculum and exercising her instruction under the 1st-9th Grade Alignment Official Curriculum Guideline framework (O.C.G.). The main purposes of this study therefore have five focuses. The researcher wants to learn (1). What’s the education principle teacher case follows while teaching moral? (2). What’s the teaching methods and strategies teacher case take? (3). What’s the enactment channels teacher case exercise her moral curriculum through? (4). What’s teacher case’s moral curriculum looks like? And finally (5). What’s the resistance teacher case confronts while her moral instruction is on-going? After taking one semester’s field observation and one-and-half year study, there are several findings have been concluded:(1). Followed by the moral education principles of “student-center” and “ life-oriented”, teacher case’s moral curriculum domains are rich and plentiful, but the emphasizes have little different from used official subject matters to. (2) Under the 1st-9th Grade Alignment O.C.G, the moral instruction channels and strategies making room for teacher case is increasing, but the students’ actually demand for everyday life have also the priority. (3) In addition to the resistances come from moral agents, short of teaching time is another main torment teacher case encounters while instructing. (4) Once all school educators could rightly perceive and face up the schooling moral agent role they take, the worries of moral crisis in Taiwan 1st-9th grade alignment O.C.G. could be relieved from then. Based on the conclusions, this study gives several recommendations to school educators, teacher schools, and school-base curriculum policy makers as well.