The Action Research of Implementing the Character Education with Merit Times-A Case of Responsible, Caring, and Grateful

• Main Authors: CHU, WAN-PING, 朱婉萍
• Other Authors: LIN, CHIN-HUANG
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/8sgm3c

碩士 === 中華大學 === 科技管理學系 === 104 === This study was aimed to discuss the results of implementing the character education with curriculum materials designed with Merit Times. According to the questions proposed based on background and motivation of the study, the purposes of this study were as the following. First, to discuss the curriculum designed with Merit Times to plan the character education; Second, to discuss the process of implementing the character education with Merit Times; Third, to explore the performance of implementing the character education with Merit Times; Finally, to discuss personal reflection and growth in the process of this study. This study utilized the method of action research, and there are 27 students in 7th grade to be observed. Through the teaching observation and the performance of class management, this study decided to take three core values of character – responsible, caring, and grateful – as the basis for curriculum design. In addition, the curriculum conducted via reading class, self-study courses, and morning reading time. Through the guidance from teachers, students cooperated and learned with heterogeneous grouping, and students' learning interest was enhanced with diversified methods such as: role-playing, appreciation, role model for learning, moral dilemmas, and game competitions. Moreover, this study conducted the analysis by teaching record, research diary, records of students’ anecdotes, interviews, document gathering and behavior checklists of character, pretest and posttest of the behavior checklist. As a result, the conclusion of implementing character education was as the following: 1.This study classified the contents of Merit Times as "responsible, caring, and grateful" to design the teaching curriculum fitted with the theme, which guided students’ cognitive and practical behavior efficiently. 2.The mass of newspaper clippings and the lack of skills for question-and-answer led to insufficient teaching time. After discussion with critical friends, this problem was solved by reflection and adjustment. 3.After the implementation of twenty lessons, students’ cognition about "responsible, caring, grateful" was improved significantly. In terms of practical behavior, more positive performances were presented. Besides, the function of family education was highlighted by parent-child reading activities, and the feedback received from parents increased the frequency of positive behavior for children. 4.During the curriculum, the positive class atmosphere was brought out more greatly with parent-teacher communication and teacher-student interaction. Furthermore, the relationship between parent-teacher and parent-child was more harmonious. Similarly, during the process of design and discuss, the communication with peer were increased, from which we gained personal development on professional field of teaching and research by sharing experience and knowledge.