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題名:臺南市國民小學品德教育政策實施現況與困境及其因應策略之研究
作者:郭國成
作者(外文):Kuo-Cheng Kuo
校院名稱:國立嘉義大學
系所名稱:教育學系研究所
指導教授:楊國賜
姜得勝
學位類別:博士
出版日期:2017
主題關鍵詞:品德教育品德教育政策核心價值character educationcharacter education policycore values
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本研究旨在探討臺南市國民小學品德教育政策實施的現況、困境及其因應策略。本研究採混合研究法,以臺南市102所國民小學385位教師為問卷調查研究對象,再由其中立意取樣14所學校56位教師為訪談研究對象,獲得重要的研究結論如下:
一、國小教育人員對品德教育政策之認知現況
1.國小教育人員不瞭解品德教育政策的內涵。
2.相關資訊確實傳遞至基層,有助教育人員品德教育政策之認知。
二、學校推動品德教育政策現況
1.學校推動品德教育政策具成效。
2.品德教育深耕計畫有助於學生學習及學校推動。
三、學校實施品德教育核心價值現況
1.學校教師不瞭解學校所推行的品德教育核心價值之項目。
2.學校在推行品德教育各項核心價值實施以誠信、孝順、感恩、尊重、關懷、負責及合作為主;實施成效不因學校不同背景而有差異。
3.大部分學校以中心德目為核心價值推動之依據,尚未發展出具學校特色之品德文化。
四、品德教育教師教學現況
1.品德教育教師教學方式多元,但教學時數偏少。
2.結合校內外各項資源有助於品德教育教師教學。
五、學生品德教育學習成效
1.學生品德教育學習成效評量主要以在校日常生活表現為依據。
2.實施品德教育學習成效評量非常有意義。
六、品德教育實施的困境及其因應策略。
1.無固定及完整時間:因應策略包括運用隨機及融入教學。
2.缺乏適當教材:因應策略包括運用社會資源及自編教材進行教學。
3.負面社會價值觀與社會氛圍:因應策略包括典範學習及導正觀念。
4.家庭教育功能不彰:因應策略為利用班親會及親職教育親師溝通。
5.教師配合度不夠:因應策略包括同儕典範學習、將品德教育融入校本課程及加強溝通。
6.媒體過多負面新聞:因應策略包括訂定規範、典範學習及導正觀念。
最後,整合本研究之結論,對教育行政機關、國民小學及未來研究 提出具體的建議。
關鍵字:品德教育、品德教育政策、核心價值
The purpose of this study is to investigate the implementation, problems, and coping strategies of the character education policy in elementary schools in Tainan City. The mixed research method is adopted in this study. A questionnaire is used to survey 385 teachers of 102 elementary schools in Tainan City, and the subjects of the interview are purposively sampled 56 teachers of 14 schools from these 102 schools. The major findings of this study are:
1.The current situations of elementary school teachers’ cognition of character education are: (1) Teachers did not understand the contents of the character education policy. (2) The relevant information transferred to teachers would indeed be helpful for them to understand the character education policy.
2.The current situations of implementing character education policy at schools are: (1) Implementing character education policy at schools was effective. (2) Schools applied character education project was favorable for students to learn character education, and would be more effective in implementation of character education policy.
3.The current situations of schools promoting core values of character education are: (1) Teachers did not understand the core values of character education carried out by schools. (2) The main core values of implementing character education were good faith, filial piety, thanksgiving, respect, care, responsibility, and cooperation; the implementing effectiveness did not differ from the different backgrounds of schools. (3) Most schools promoted character education on the bases of central virtues as core values, but they did not develop the character cultures that featured school characteristics.
4.The current situations of teachers teaching character education are: (1) Teachers used multivariate methods to teach character education, but the teaching hours were insufficient. (2) Combined the resources within and outside the school contributed to teachers teaching character education.
5.The effects of students’ learning character education are: (1) The effectiveness evaluations of students’ learning character education were mainly based on the performance of students’ daily life at schools. (2) It was meaningful to implement the effectiveness evaluations of learning character education.
6.The dilemmas in implementing character education and the coping strategies are:
(1)Lack of teaching time, the coping strategies are teachers can teach character education by random, by integrated, and apply fragmentary time
(2)Lack of proper teaching materials, the coping strategies are teachers can use social resources and self-designed teaching materials to teach character education.
(3)Negative social values and atmosphere, the coping strategies are studying the paradigm and guiding the concepts.
(4)The function of family education does not manifest, the coping strategies are teachers should communicate with parents at parents-teacher meeting or parenting education.
(5)Insufficient coordination of teachers, the coping strategies are peer model studying or integrated character education into curriculum or increasing communication.
(6)Negative impact of the news media, the coping strategies are specification of the norms, paradigm studying, and guiding the concepts.
Based on the conclusions of this study, the author also provide suggestions for the education administration authorities, elementary schools, and future studies.
Keywords: character education, character education policy, core values
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