「品德教育績優小學」推動品德教育之個案研究   免費試閱

A Case Study on the Implementation of Character Education in the “Elementary School with Excellent Achievements in Character Education”

本研究以臺灣中部一所榮獲「品德教育績優學校」獎項的小學為對象，探討其推動品德教育的情形及獲獎原因。研究者採個案研究法，資料蒐集方法包括參與觀察、訪談、文件蒐集等，資料蒐集後，採歸納法進行分析，研究發現如下：
一、「積極推動品德教育」及「詳實記錄推動成果」應是個案小學獲頒「品德教育績優學校」獎項的主要原因。
二、個案小學推動品德教育採行的策略包括：（一）擬定詳實的品德教育計畫，決定校內品德核心價值，並以生活實踐作為品德教育永續的目標；（二）以身、言、境教架構學生全方位的學習；（三）辦理教師研習，充實教師知能；（四）統整各處室資源與活動，融入品德教育；（五）以多元方式推展品德核心主題。
三、個案小學推行的品德教育活動分兩類：一是推行教育局要求的計畫，二是學校自行發展的本位活動。後者包括：校長說品德故事、印製品德教育宣導單、演出「品德小短劇」、品德楷模選拔與表揚、情境布置、建置品德教育專屬網站及發展學校本位品德教材教育。

This study explored an elementary school in central Taiwan, which was awarded the “Elementary School with Excellent Achievements in Character Education” with a case study approach. The school’s implementation of character education and the reasons for why it was awarded were investigated. Data was collected from sources such as participant observation, interview and document. Analysis was conducted using the inductive method, and the findings are shown as follow:
a) “Active implementation of character education” and “detailed record of implementation results” are the main reasons for why the elementary school was awarded.
b) The strategies adopted by the elementary school to implement character education include: 1. planning a comprehensive character education project, identify the core value of character for the school, and perceive practices in life as the goal of sustainable character education; 2. construct an holistic learning environment with physical, verbal, and situational education; 3. offer training for teachers to enhance their knowledge and capabilities; 4. integrate resources and activities among offices in the school into character education ; 5. and introduce the core character themes by multiple methods.
c) There are two types of character education activities implemented by the elementary school: projects required by the Education Bureau, and school-based activities. The latter includes storytelling by the principal on characters, printing of character education flyers, performance of character dramas, selection and awarding of character models, situational decoration, construction of character education website, and development of schoolbased character education.