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|Title: ||以尊重合作品德教育為核心改善小六班級人際關係之行動研究;Based on Team Cooperation with respect to Charactor Education, the action search is to improve interperonal relationships of 6th grade students.|
|Authors: ||魏雅雯;WEI, YA-WEN|
|Keywords: ||行動研究;人際關係;品德教育;interperonal relationships;charactor education;action research|
|Issue Date: ||2019-07-17 10:49:39 (UTC+8)|
|Abstract: ||本研究採行動研究法，以國小六年級二十五位學生為研究對象，透過情境分析來探討學生在班級團體之中的品德問題，並藉由行動研究的歷程，研擬以尊重合作品德教育為核心之課程方案、紀錄實施歷程並探討是否改善小六班級人際關係，並評鑑課程方案之成效與省思。 本研究之研究目的為：一、透過情境分析班級學生在尊重合作之品德問題與省思；二、發展尊重合作之品德教育教學行動方案與省思；三、探究尊重合作之品德教育教學行動方案之實施歷程與省思；四、探究尊重合作之品德教育教學行動方案之評鑑與省思。根據上述研究目的，本研究育探討的主要研究問題如下：一、透過情境分析班級學生在尊重合作之品德問題與省思？二、發展尊重合作之品德教育教學行動方案與省思？三、尊重合作之品德教育教學行動方案之實施歷程與省思？四、尊重合作之品德教育教學行動方案之評鑑與省思？ 本研究的研究結論如下：一、透過情境分析，歸納出學生在「自我態度」、「社交態度」、「同儕互動」、 「團體歸屬感」此四面向欠缺良好之品德認知、態度與行為，這些問題乃因為缺 乏尊重他人的品德、不能互助合作的態度導致，因此實施品德教育有其必要 性二、品德教育課程透過自訂教學目標為主軸，透過多元化教學步驟設計一系列以 尊重合作為核心之品德課程活動，作為本研究之行動方案，在實施上具有可 行性三、尊重合作品德教育為核心之教學活動，藉由觀察、訪談及文件蒐集來進行統 整與分析，並依據情境需求省思及修正課程方案，是具有彈性與策略性的實 施歷程四、以尊重合作為核心之品德教育課程，提升學生在尊重合作品德認知、態度與 行為之學習成效，亦改善班級同儕之人際關係 最後，研究者根據本研究結論，對實施品德教育課程設計與應用以及未來研究提出建議。|
Abstract in this study, 25 students from the 6th grade were selected. Though the situation analysis , the reseacher discussed the charators problems among the students in the group. Through the process of action research, the researcher explored how to improve the interpersonal relationships of 6th grade students and assesd the effectivness and reflection of the curriculum program. Charactor Education was the core of the curricum and recorded during the implemention of the process.The purpose of the this study is as follows:1. Through situation analysis, discuss the charactor problems and think when students are on the cooperation with respect.2. Develope action research with cooperation and repsect to Charactor Education .3.Explore the action research of cooperation with repsect in charactor education, discuss the implementation and the process.4.Explore the action research of cooperation with repsect to Charactor Education, discuss the assessment process.According to the purpose of the research above:1.Through situation analysis, what are the charactor problems when students cooperate with respect. 2. Develope the action research of cooperation with repsect , what's the plan and think when researcher implement the Charactor Education.3.What are the processes and thinking, when the action research of cooperation and repsect to Charactor Education.4.What are the assessment and thinking, when the action research of cooperation with repsect in charactor education.The conclusions of this study are as follows:1. Through situation analysis, students lack good charactor awareness, attitude and behavior ,generosity ,social attitude, peer interation and sense of groups belonging. These problems are due to a lack of respect and noncooperation. So the implemention of Charactor Education is necessary.2. Charactor Eduation curriculum is the goal by designing a lesson target. Through a varity of teahing steps, design a series of cooperation tasks that are representative to the core of the charactor curriculum activites . In addition, works on the implementation of such goals research program.3. Results for the cooperation of Charactor Education as the core of the teaching activities were gathered by observation, interviews and document collection of the system. It is a flexible and strategic process to reflect and revise the curriculum according to the needs of the situation.4. Cooperation is the core of Charator Education courses which promote students to respect cooperation, moral awareness, attitude and behavioral learning performance, but also improve the class peers in their interpersonal relationships.Finally, the researchers based on the conclusions of this study, the implementation of moral education curriculum design and application and future research recommendations.
|Appears in Collections:||[教育學研究所] 學位論文|
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