Curriculum Implementation of Character Education in an Elementary School: A Case Study on a Second Grade Teacher

• Main Authors: CHENG, YA-CHIEN, 鄭亞倩
• Other Authors: CHEN, YU-TING
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/fxcrcc

碩士 === 南華大學 === 幼兒教育學系 === 105 === 　　This study aims to explore the motivations and ideas, contents, teaching methods and assessment in an individual teacher’s curriculum of character education, as well as difficulties and solutions she had faced. The study adopted case study method and the participants were Teacher Liu (pseudonym), who was the teacher of second-grade class of Happy Elementary School in Taichung City, 23 students in the class and school’s Chief of Life Education Section. The methods of data collection include observation, interviews and document analyses. The results of this study are as follows: 1. The external motives of Teacher Liu to carry out character education included conformation to the requirements from the school, worry about students’ poor character and behaviors; the internal motive was her own belief that learning was based on character and the character education was good for the students. 2. The ideas of Teacher Liu for character education were that good character was helpful to the students in integrating and adapting themselves to their life. She attached great importance to the students’ attitude toward learning and tried to create harmonious atmosphere in the class and enhance students’ character through “expectation” and “requirements”. 3. Teacher Liu’s character education was carried out through regular curriculum in which the themes of character include courteous, responsible, honest and upright, always gratitude to others’ help and show filial piety. She had also cultivated students’ good characters and attitudes, such as respect to others, honor, neatness and keeping promises through informal and hidden curriculum. 4. In carrying out character education, Teacher Liu used seven teaching methods: narration, teacher questioning, story teaching, film teaching, role play, personal experience and value judgement and guidance and correctness. 5. Teacher Liu used five assessment methods to understand the results of character education for the students, including reading students’ diaries, learning sheets, performance in the situation simulation to make anecdotal record of students’ characters and behaviors. Besides, she also discussed students’ performance of characters with the parents and other teachers and asked students to reflect on and examine themselves and others. 6. The difficulties Teacher Liu encountered was that she could not change the students’ family background and their parents’ ideas on how to upbring and educate children that her painstaking teaching was returned by limited achievements. In order to solve this problem, she asked students to observe rules in home and class and keep benign communications with parents. She also changed teaching methods from correcting students’ shortcomings to praise their advantages and excellent performance to emphasize on social learning. 　　In the last part of the study, according to the results of the study, the author presented her recommendations for character educators and researchers on related studies in future.