| Summary: | 碩士 === 明道大學 === 課程與教學研究所 === 101 === Abstract
The main purpose of this research was to employ story-telling teaching as experimental course for enhancing students’ character behavior, such as "respect", "caring", "responsible", "polite" and "thanksgiving". With the experimental teaching of character education, this study expect a positive. we can view the change on third-grader students' character cognition, affection and behavior.
The experimental teaching was conducted for 10 weeks, from February 2013 to May 2013 . The data was collected through some ways: teaching, worksheets as well as feedbacks from subject teachers, students and parents.
The findings of the research were summarized as follows: from the change of character cogniton, students should have concepts of understanding other’s situation or feeling, being responsible, being thankful, and making use of “ Please, Thank, Sorry” properly. From the change of character affection, students should be more willing to notice if other needs caring or not, care other’s feeling, and have a thankful heart. From the change of character behavior, students should respect others, show their carings to others and to little animals, be responsible actively, behave politely, and be thankful. Besides, students can carry out character education in their daily life as well.
There are some difficulties and solutions during teaching. When students are far from the topic, teacher should pull them back and continue the topic. Maybe some students have read the stories before, teacher can remind them to read with heart. Finally, “Respect”, “Caring”, “Responsible”, “Polite”, and “ Thanksgiving” can’t easily be observed during class teaching at once. Teacher should pay more attention to students in their daily life.
Key words: story-telling teaching, character education, effect of character education
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