The Case Study of the Indicators' Construction for Young Children’s moral Competencies in a Kindergarten

• Main Author: 柯谷蘭
• Other Authors: 黃意舒
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/15750290632653482727

碩士 === 臺北市立教育大學 === 課程與教學研究所碩士班 === 95 === The rationale of this research is to work on an action study to construct young children moral competency-standards in a kindergarten based curriculum. In this kindergarten, moral program can be clarified from the warm-curriculum. Under operating the moral program, children can perform their moral behaviors and talk their viewpoints or moral logic thinking. In order to analyze the children’s moral performance, this research has referred the literatures to discuss the moral performances in an analytic structure. It has divided moral performances into three items and four terms. The three items are Moral Behavior, Moral Viewpoints, and Moral Logic Thinking. The four terms are Ignoring Others, Benefiting Self, Benefiting Others, and Benefiting Groups. Using this structure, researcher analysis children’s moral abilities in the warm curriculum, and furthermore, construct children’s moral competencies into standards. This research has discovered that: 1. The good social interaction can carry the moral education. 2. The moral program is the main factor to influence children’s moral performance. 3. It will work better if children’s moral abilities will be impelled by the moral program. 4. In this research, it has proved that children are able to learn moral. 5. This research showed those young children’s moral developments: they already have their viewpoints and the moral logical thinking on Benefiting Others and Group. This research has concluded that: 1. The literature of this research can construct children’s morals abilities into standard system. 2. The warm-curriculum clarifies the implementation of the moral program. 3. By children’s behaviors recording, it proved young children’s moral performances and perspectives at home or school. 4. According to the activities, children’s ability of learning moral is clear, and children’s moral standard can be constructed. This research suggest as follow: I. For School Administration: A. Organize curriculum development committee, and design the children’s morals learning activities. B. Provide panel discussions and professional conferences to evaluate children's moral performance. C. Design and evaluate children’s moral performance evaluation sheet, record children's moral ability. D. Provide opportunities for parents to grow, such as parenting courses, experiences shares, and parenting study or book club. II. For School Teacher: A. Provide observations and practical trainings of the teaching; provide opportunity for teachers to share their teaching experience. B. Advocate the coordination teaching. Use teaching experiences to develop a common consensus. C. Conduct the temporary teaching conference, and discuss solution for the school problem. D. Share ideas and opinion of teachers training. III. For future researchers: A. Study on the children’s moral basic-competency standards with the age different level and cultural different context. B. For purpose of the future researches: 1. Understand the differences of moral abilities between five years old and four years old. 2. Discuss the cultural context can influence moral abilities. 3. Compare the differences of moral abilities between immigrants and normal children.