| 摘要: | 本研究採行動研究法，探討繪本應用於國小二年級品格教育之實施成效，並且針對在教學過程中所遭遇的問題和困難尋求解決策略，提出實施品格教育課程之建議。研究者以｢臭小羊！呆頭鵝！｣、｢鱷魚和長頸鹿搬過來搬過去｣、｢小象德德｣三本具有相關｢尊重｣品格教育內涵的繪本作為教學媒體，進行四週共八節課的教學活動。蒐集的資料包括：學習單、回饋單、學生訪談記錄、軼事記錄、課堂觀察記錄、省思札記等。研究結果如下：一、品格教學的實施成效方面：繪本具有教育性，能教導學童心存良善，表現出好的行為。繪本中常會隱含許多的品格學習議題和經驗，可供教學者作為教學的引導和延伸討論，讓學童有較具體的學習典範。可以說運用繪本進行國小二年級品格教育教學是可行且有效的品格教育教學模式，非常值得推廣與執行。二、品格教學上所遭遇的問題與解決：在教學方面，研究者為了改善班級閱讀繪本數量不足的問題，將繪本故事皆以多媒體的方式呈現。活動中，教師多透過問題與討論，來澄清繪本所要傳達的品格核心價值，來幫助學童導正心性，習得良好的品格；在課程方面，所遭遇到的問題包括繪本選擇的適切性、教案及學習單的編寫、內容深究問題的不足等。研究者從與指導教授和協同教師的對話中也得到解決因應的方式。三、行動研究的省思與成長：研究者從不同角度省思繪本在教學上的應用與品格教育教學的感受；研究歷程的成長包括教育專業精神的調整與改變、教育專業知能的提升及行動研究能力的增進。
This study adopted action research method to explore the effectiveness of the implementation of using picture books as media for “Respect”character education on 2nd grade students in elementary school, to offer solutions to the problems and difficulties encountered during the teaching process, and to give suggestions and recommendations for the implementation of character education curriculum. Using three picture books, ＂Smelly Lamb! Silly Goose!", ＂Crocodile and Giraffe,Moving Back and Forth＂, ＂Elephant Dede’, all of which are with ＂Respect＂character education relevant content, as teaching media, the researcher carried out a serious of teaching activities for a total of eight lessons within four weeks of time. The information collected includes: learning sheets, feedback, student interviews, anecdotal records, classroom observations, reflection notes and so on. The results are as follows: 1. The effective implementation of character education: picture books are educational; students learn kindness from them and are able to showgood behavior. Picture books often implicit character education issues and experiences in many ways, which educators can be used as teaching guide and extend for further discussion, therefore students have a more specific learning model. Using picture books as media for character education for 2nd grade studentsin elementary school is considered feasible and effective,very worthy of promotion and implementation. 2. Problems and difficulties encountered during the teaching process of character education and their solutions: In teachingaspect, in order toimprove the situation of insufficient number of picture books in the classroom, the researcher used multimedia facilities to present the story. During activities, the researcherclarifiedthe core values of picture books through discussion with students, helping them think toward a positive disposition and acquire good characteristics. In curriculum aspect, the appropriateness of the picture books chosen, the editing of lesson plans and learning sheets,and the insufficient of content research questions and problems encountered. Researcher has found the solutions from dialogues with the advising professor as well as collaborating fellow teachers. 3. Reflection from the action research: Using picture books in teaching helps implementing character education from different angles. The researching process helps develop and adjust personal teaching experience, as well as enhance professional knowledge and research ability. |
