A Study of the Character Education Curriculum for Primary School Students-A Case Study on NLPS, HsinChu CityA Study of the Character Education Curriculum for Primary School Students—A Case Study on NLPS, HsinChu City

• Main Authors: CHEN-CHIN-HSIN, 陳琴心
• Other Authors: Luo Yu-Cun
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/55320079726736112661

碩士 === 玄奘大學 === 教育人力資源與發展學系碩士班 === 96 === This research aims to design an appropriate character education curriculum for lower grade primary school students; and to understand the implementation of such curriculum and the effectiveness for such implementation. The target of this curriculum implementation is based on the researcher’s second grade students, four of them were selected as the observation subject for the research. Information were collected and analyzed through video taping, voice recording, interviews, evaluation forms, and the feedback of the parents during the process of the research. After three months of participations in observation and interviews, conclusions are drawn as below: In the aspect of curriculum design: 1. The character education curriculum programs that were developed by teachers based on the material of picture books are feasible. 2. The implementation of character education should start from lower grade students in primary school. The character education curriculums should be integrated, designed and set into action by each school. 3. Teachers should enhance one’s knowledge related to character education; and also to seek supports from peers and work together for character education. In the aspect of curriculum implementation process: 1. The nine-year compulsory education has integrated the character education into each learning fields, which might contribute to teachers’ overlooking of the character education. 2. The most effective way of teaching character education are through situational plays, teaching by experiences, rewards and praises. 3. Discrepancies were found as students’ self-evaluation differs to its cognitive standards. In the aspect of curriculum implementation effectiveness: 1. Character education would be more effective if parents and teachers could emphasize cooperation reciprocally. 2. Each research subject has respectively improved in “respect”, “honesty” and “responsibility”; for those students who were originally less than satisfactory in behavior, their improvements are quite obvious; for those students who were originally excellent in behavior, their confidence was enhanced in displaying their characters. 3. Evaluation for student’s characters is more effective by observation in class and during lunch break, as well as findings through interviews. 4. Good character build up takes time; students need to develop a habit of displaying good character.