國民小學品德教育實施之探究

• Main Authors: CHEN, TZU-YIN, 陳姿吟
• Other Authors: 李奉儒
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/70105959361479686579

碩士 === 國立中正大學 === 教育學研究所 === 101 === The aim of this research, by employing qualitatively interview method, is to investigate the status, effectiveness, and challenges of the implementation and strategies for promoting moral/character education in elementary schools. Twelve teachers, purposively selected from the excellent schools and the non-excellent school of moral/character education, are interviewed. The main findings of this research are as follows: 1.Both schools put importance to the functions of family and teachers’ modeling and adopt service-learning to develop students’ honesty and thankful characters. The excellent schools emphasize better cooperation between the administrative side and the teaching side, and a respectful school culture. The non-excellent schools rather underline the flexible interaction between teachers and students, and a caring school culture. 2.Both schools assess students’ performance through words and photos, and the results are progressive. The excellent schools highlight the effectiveness of moral/character education is due to the students' age and the schools’ size. The non-excellent schools raise the indicators as the students’ negative behaviors are decreased. However, school teachers do not often participate in moral/character in-service education. 3.Both schools teachers’ point out that the incompatibility between families and schools, the adverse social demonstrations, and the unspecific and fickle policies are all the challenges faced when they implement moral/character education. The excellent schools claim that they do not have enough time to work on moral/character education. The non-excellent schools argue that moral/character educational project is too floating to cultivate students’ morality. 4.All teachers need to self-adjust and enhance professional development, and establish good communication and coordination among schools, families, societies and policies. The excellent schools especially stress the positive attitudes towards difficult situations and the non-excellent ones indicate that moral/character education should return to the essence of education.