| Summary: | 碩士 === 逢甲大學 === 公共政策所 === 100 === In the essentials of Grade 1-9 Curriculum, a revolution in education system years ago, character education is not officially included in the teaching programs. However, in the recent years, character education has successfully aroused great attentions due to the continuous bullying in the campus. Although Education Department actively devotes to “Promoting Plans for Character Education,” local government holds a great number of character-education-relating activities, and schools make it one of the prior matters to deal with, these plans don’t work effectively. Therefore, this study, based on the situation in one of the elementary schools, focuses on the current implementation and the efficacy of character education in the elementary schools, including an analysis of the difficulties of implementation and reasonable and effective strategies on character education.
Although all the schools emphasize the planning for character education, and pay attentions to the environmental influence on students, character education is faced with three predicaments. First, children are easily influenced by the social environment, such as politics, media, television, and internet…etc. Second, parents spend more time on children’s learning achievement than on the leading and teaching their daily regulations and good habits. Third, the various and complicated teaching work and the inherent straits of valid evaluation of the implementation of character education limit teachers planning and working on it. Moreover, schools are faced with many difficulties, such as tight teaching programs, tough classroom management, discrepancy among students, and few teaching materials pertinent to character education.
In order to rationally and effectively untie the difficulties, I conclude two kinds of teaching strategies: influence and reflection in imperceptibility and experience in situations. The former includes Tzu-Chi''s Aphorisms and Chinese-classic Education, which puts emphasis on individual intrinsic reflection, cultivating children''s virtues; the later refers to Experience and Learning in Situations, including role playing and site visit, which leads students to understand others, learn from self experience, and promote the cultivation of thankfulness and devotion.
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