| Summary: | 碩士 === 國立臺東大學 === 教育學系(所) === 102 === This study aims to explore how responsibility-themed lessons in Foundations of Democracy Series influence students’ responsibility performance in school.
The participants of the research were 8th graders taught by the researcher at a junior high school. Action research was exploited. The teaching lasted for 2 months, 16 classes in total. The teaching process was divided into four stages: the importance of responsibility, benefits and costs of taking responsibility, which responsibility to take, who should take responsibility. A set of intellectual tools which guide thinking were also used to conduct the teaching. To know changes on students’ cognition and performance of responsibility after the teaching, data were collected, coded, and analyzed through observation, interviews, individual worksheets, group worksheets, and students’ daily life check lists, class records of rewards and punishment. The conclusions are as follows.
1. The chosen teaching materials are related to students’ life experiences so they are meaningful to students.
2. Lessons of Foundations of Democracy Series facilitate students’ cognition of responsibility.
3. Lessons of Foundations of Democracy Series facilitate improving students’ behavior.
4. Guiding discussions can enhance teachers’ teaching ability.
Last, based on the conclusions, suggestions on lessons of Foundations of Democracy Series are made for teachers and future researchers.
|
|---|
