Action Research on the Character Education of the Second Grade in Elementary School

• Main Authors: Yi-Hsien Chiang, 江宜嫻
• Other Authors: Fong-Seng Hu
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/72224540231509680912

碩士 === 逢甲大學 === 公共政策所 === 97 === This study aims to probe into the planning, design and implementation of the curriculum in character education of the second grade in elementary school to enhance the students’ character and propose the strategies for improvement. The research purposes are below: (1) to plan and design the action plans of character education curriculum; (2) to implement action plans of character education curriculum; (3) to probe into the teachers’ the students’ growth in the exchange of instruction and learning in character education; (4) to find the limitation of character education curriculum and propose sthe strategies for the improvement. Based on action research, this study collected data by multiple approaches, including the record of the students’ behavior, record of the interview with the students, the students’ journals, the parents’ home evalaution, the students’ self-evaluation, interview with the team teachers, and interview with the parents, Class Journal, as well as the researcher’s journal of instruction. Moreover, data analysis not only was based on triangular proofreading of different sources, but also upon different views of the third party (team teachers , subject teachers and the parents ) to enhance the reliability and validity of this study. The action research was carried out for one year (from May 2008 to April 2009). According to the target students’ SWOT analysis of school, SWOTA analysis of class, the students’ family situations and problems in the instruction, this study concluded five moral core values (filial piety, diligence, respect, care and gratitude) suitable for the class to design and practice the curriculum. The practice of the curriculum in this study included three stages: “preparation of character education” is the first stage: “diligence” and “filial piety” are moral core values and the researcher includes “Still Reflection” in class operation; the second stage “respect” and “care” are moral core values and subject course is “good manners”; the third stage, “gratitude” is moral core value and the subject course is “gratitude”. Based on the findings, the conclusions are as follows: 1. Design of character education curriculum: (1) the selection of moral core values should meet the demands of the research targets; (2) the curriculum design should be evolutionary and scope and depth are gradually enhanced. 2. Implementation of character education curriculum: (1) the class ambience with love and care will enhance the cultivation of character; (2) character education involves the parents and complete character network; (3) to enrich the instruction by multiple teaching materials; (4) the feasible teaching approaches in character education can be “story telling”, “explanation”, “reflection”, “discussion”, “experience”, “short article writing” and “two-way dialogue”. 3. Effect of character education curriculum: (1) character education positively enhances five moral core values (“filial piety”, “diligence”, “respect”, “care”, “gratitude”); (2)the students’ moral cognition, emotion and behavior are upgraded. 4. Obstacles of character education of the second grade in elementary school: (1) lower grade students’ language capacity is still at basic stage and data collection is limited; (2) the students have different behaviors in different environments; (3)the parents’ value on character education will influence the students’ cultivation of positive characters. 5. Solution: (1) to encourage the parents to demonstrate positive characters to the students; (2) to encourage the students to continuously write down their practices of characters to enhance their language capacities; (3) The behavioral principle upon Still Reflection will enhance the students’ comprehension and practice; (4) to observe the students’ behaviors in different situations from multiple angles and probe into the students’ behavior and thoughts by observation, informal interview and discussion and to guide the students when their comprehension and behavior are inconsistent; (5) to continuously communicate with the parents with regard to the concepts of character education and to help the parents and the students to construct positive characters by love and care. Lastly, this study proposed suggestions for the teachers, authorities and future studies as references.