教會推動品德教育之意義與獨特性分析─以台南四所教會為例

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Title:	教會推動品德教育之意義與獨特性分析─以台南四所教會為例
Other Titles:	An Analysis of the Significance and Uniqueness of theChurch's Promoting Character Education--Illustrated by the Case of Four Churches in Tainan City
Authors:	簡宇瑄 Chien, Yu-hsuan
Contributors:	教育社會學研究所鄒川雄 Chuan-xiong Zou
Keywords:	學校教育;基督教;宗教世俗化;品格教育;家庭教育 Christianity;Religion Secularization;Character Education;Family Education;School Education
Date:	2013
Issue Date:	2015-01-05 11:24:42 (UTC+8)
Abstract:	本研究透過長期觀察基督教中的品格營，了解品格營的經營理念及對品格教育成效，並更一步探討品格教育透過宗教這種第三部門的實施，與家庭教育和學校教育有何不同之處？教會中品格營的實施是否也能成為一個品格訓練的地方，試圖透過本研究了解品格的教導能否走出只有家庭教育、學校教育的框架，讓品格教育推廣更全面化。　　　本研究主要採用質性研究的深度訪談，先選取臺南市四個教會長期觀察，在立意抽樣選取四個教會中的老師、家長和孩子，進行半結構式的訪談，且加上自身在品格營中的觀察和參與，進行全面性的了解老師在品格教育教導的模式、家長的接受程度以及孩子的參與度。　　　本研究發現，少子化與過於忙碌之父母所形成的家庭功能式微以及過度重視成績的教育環境，是如今品格教育在家庭和學校中推行一再遭到瓶頸的兩大原因，孩子普遍不懂得「分享」、「包容」、「尊重」，在少子化的家庭中，分享的概念更是薄弱，品格營透過講故事讓孩子有典範在心中，透過玩遊戲徹底貫穿孩子缺少的「分享」、「包容」、「尊重」這三個品格概念，讓孩子在遊戲中糾正過於自我為中心的價值觀。在學校教育中，成績還是老師的主要工作，在有成績的包袱下，品格教育就無法有彰顯的一天，孩子覺得成績好的就等同於比較有禮貌老師比較喜歡，如果與成績混為一談的品格教育沒有覺醒的一天，那品格教育的推行永遠沒有不會成功；教會中品格教育的實施最具優勢的當然就是沒有成績的壓力，老師們只要教好品格，所以相對來說客觀性又比學校教育較高，更能單純的針對品格教導，較不會有先入為主的概念產生。　　　教會推動品格營為了讓孩子的接受性高、家長的疑慮降低，通常都會調整教義比例，讓孩子覺得不會過於枯燥，家長也不會擔心參加宗教活動所舉辦的品格營，會不會是另有目的？以至於品格營也產生了宗教世俗化的現象，這樣對於品格營的推行就是是好還是壞，各有說詞，本論文也有探討各方的利與弊。　　Through a long observation of Character Camp of Christianity, this research learns its operation idea and its effects on character education and further discusses the differences between character education implemented by religion, the third sector, family education and school education and whether the implementation of Character Camp in churches can make it a place for character training. This paper attempts to learn whether character education can get out of family education and school education to be promoted more comprehensively.　　　This research is mainly conducted through in-depth interview of qualitative research. It selects 4 churches in Tainan for a long observation first and then uses purposive sampling to select teachers, parents and children from the 4 churches for semi-structured interview. With observation and participation in Character Camp, it gets a comprehensive understanding of teachers’ teaching methods in character education, parents’ acceptance and children’s participation.　　　This research finds that the declining family function caused by the low birth rate and busy parents and the educational environment where too much importance are attached to exam results are two big causes why character education is so difficult to be carried out in families and schools. Children generally have not learnt to share, and tolerate and respect others. In families with fewer children, the perception of “sharing” is even weaker. Character Camp makes children bear good models in mind by telling stories, lets them fully understand “sharing”, “tolerance” and “respect” which they lack through games and corrects their value of being self-centered in games. In school education, exam result is still a teacher’s main focus, which will make character education never be able to demonstrate its power. Children feel that good grades, good manners and teachers’ preference are equal. If character education is confused with grades, it can never be successfully carried out. The greatest advantage of the implementation of character education in churches is that there’s no pressure from grades. Teachers just need to teach the character well. Therefore, it’s more objective than school education and character education can be conducted more purely in churches without producing preconceived notions.　　　To make children accept Character Camp better and parents less skeptical, churches usually adjust the proportion of religious doctrine. In this way, children will feel less bored and parents will not doubt whether the church has an ulterior motive to hold Character Camp. Therefore, Character Camp produces religion secularization phenomenon. People have different points of view about whether this is good for the promotion of Character Camp. This paper also discusses the related advantages and disadvantages.
Appears in Collections:	[Department of Applied Sociology, The M.A. Program of Sociology] Disserations and Theses(M.A. Program in Sociology of Education)

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