本研究主要的目的是規劃與實施品格教育，在綜合活動學習領域課程教學方案，並探討學生學習之成效。 本研究採取「準實驗設計」，研究對象為台中縣某國小三年級35位學生為實驗組，35人為控制組。實驗組學生接受為期十三週的品格教育課程，控制組在實驗期間，不接受任何品格教育課程。兩組同時以「國小兒童品格教育教學成效量表」於教學前一週進行前測，課程結束後一週進行後測，並於教學結束後九週進行追蹤測，所得資料以獨立樣本單因子共變數分析進行統計分析。此外，研究者藉由「學習單」「課程總回饋單」「家長回饋單」做為本實驗教學課程教學成效之佐證。 本研究結果歸納如下：一、融入式課程對國小三年級學生品格教育之整體表現，具有立即性影響和持續性影響，其學習成效呈正向成長。二、融入式課程對國小三年級學生品格教育在「自我要求」「感恩關懷」分量表之教學成效具立即性與持續性影響且呈正向成長。三、融入式課程對國小三年級學生品格教育在「合作盡責」分量表之教學成效，無立即性影響但具持續性影響。四、融入式課程對國小三年級學生品格教育在「愛物珍惜」分量表之教學成效具立即性影響，但無持續性影響。五、本研究所規劃之融入式品格教育教學獲得家長認同。六、從實驗組學生學習回饋單分析中顯示，融入式品格教育教學適合國小三年級學生。根據以上研究結果，研究者提出具體建議以提供後續研究及學校實務應用上的參考。 The main objective of this study is to plan and implement character education, to propose teaching proposal in the general activity learning field curriculum and to investigate the learning effectiveness of the student. ”Quasi-experimental design” is adopted in this research and the research target contains 35 students ad the experimental group and 35 students as the control group from the third grade student of one elementary school in Taichung County. Students of the experimental group will receive character education curriculum of 13 weeks and the control group will not receive character education curriculum during the experimental period. Both groups will be pre-tested with “Effectiveness evaluation table for the character education teaching for students in elementary school” one week before the teaching and post-tested with it one week later; meanwhile, a tracking test will be performed 9 weeks after the teaching, and the obtained data will be statistically analyzed using independent one-way analysis of covariance. In addition, “Learning list”, “Total feedback list of the curriculum” and “Parent’s feedback list” will be used by the researchers as the teaching effectiveness of the teaching curriculum of this study. The research results of this study are summed up as in the followings: 1. Embedded type curriculum has immediate effect and continuous effect on the total performance of the character education of students of the third grade of elementary school, and the learning effectiveness shows positive growth. 2. Embedded type curriculum has immediate and continuous effect on the teaching effectiveness of the measurement tables of “self-requirement” and “thanks for caring” for the character education of students in the third grade of elementary school and a positive growth can be seen. 3. Embedded type curriculum has no immediate effect but has continuous effect on the teaching effectiveness of the measurement table of “cooperative and responsible” of the character education of students in the third grade of elementary school. 4. Embedded type curriculum has immediate effect but has no continuous effect on the teaching effectiveness of the measurement table of “Cherish everything” of the character education of students in the third grade of elementary school.5. The embedded type character education teaching as planned by this research is recognized by the parents of the students. 6. It can be seen from the learning feedback list analysis of students in the experimental group that embedded type character education teaching is suitable for students of the third grade in the elementary school. The researcher of this study has proposed the above mentioned results to be used as reference by subsequent researcher and in the practical application of the school.
