| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 94 === Abstract
The purpose of this research is to practice project approach based on ethics of care; meanwhile, integrate the methods of ethical education in ethics of care such as, modeling, dialogue, confirmation and practice into the project approach during the process of the research in the hope of examining the feasibility of this method from the process of teaching and students’ progress of ethics learning. The researcher needs to do professional introspection constantly during the practice to improve the difficult relation between the students and the researcher. All that can contribute to teacher’s professional development.
The research has adopted action research aiming at 35 subjects in the third grade in the researcher’s class, proceeded by applying project research cross three semesters, including the three projects “Fairy Tale”, “Caring Train”, and “Non-stop Caring”. The duration of the research is six weeks in a semester and it was practiced three sessions a week. The data source includes: observation record, document analysis, interview record and so on. The research discloses:
A. In the aspect of practice
a. The action research adopts project approach practiced in middle class in the elementary school. In the process, the researcher controlled the frame of the project and the students developed the content of the project. And then the researcher let loose the project gradually to reach the goal of “giving the stage back to students”.
b. The research adopts the view of ethics of care in the purpose of practicing the project under real life context so it can stimulate the students to experience, observe, feel, and share.
c. In the research, the researcher has discovered that the continuity of time and relation is the crucial factor affecting the build-up of caring relation.
d. In the aspect of group learning, the researcher tried to strengthen the guidance of group cooperation and practice and provided proper assistance.
e. In the research, the researcher intended to increase the opportunities of group discussion, review and sharing. The students exchanged their opinion and formed naturally a caring and supporting group.
B. In the aspect of interaction between the researcher and the students
a. In the research, the researcher set a good example with her own conduct to make students feel the power of care with which they gradually learned to care as well. The researcher has realized the importance of the demonstration of peer care.
b. In the research, the researcher praised the students sincerely and the students encourage each other, which generated the power of improvement. Also praise is a skill needing to be practiced constantly.
c. The researcher had an open-heart talk with students, which has contributed to the intimate relation between the researcher and the students.
d. The feedback from students and colleagues and the encouragement from professors are the drive for the researcher to provide care. However, when the researcher was unable to take the load of care, she chose to reserve the energy for idea and capability.
C. In the aspect of teacher’s review
a. The researcher has discovered that the result can not be over emphasized because learning process is the key point of the research.
b. The researcher has learned that the sense of humor and the tolerance of ambiguity can make teaching more pleasant.
c. The researcher learned to trust herself and to let loose so the students can exert freely to get rid of the confinement
d. By acquiring the individual differences according to their personality, ability, and sexuality, the researcher could provide guidance, encouragement properly. Thus, the students could exert their advantages.
e. In the research, the researcher has learned the paten of positive thinking and learned to appreciate the growth of students.
Key words: Ethics care, Project approach, Action research.
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