| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 97 === Abstract
The present research aims to examine a case teacher’s experience in carrying out character education to see its effects and probable factors that might influence the results. After looking closely into the case, I will give a general picture of the case teacher’s idea of character education and offer suggestions to her teaching and curricular arrangement. The methodology of this research is observing the curriculum, interviewing the case teacher, and analyzing the collected data of the case study. The result is as following:
I. Because of the case teacher’s religion and her conviction of the importance of character development, “character first curriculum” becomes part of the curriculum of the case school and the case teacher’s practice of character education. However, the case teacher does not overly rely on the course materials of the character education; instead, she puts into consideration the school activities and adjusts the curriculum.
II. Although the case teacher stresses on children’s all round development and attempts to integrate character education into the curriculum in the hope to guide them on the right track, she still, as I discover, expects children to accomplish certain moral cultivation in character education.
III. The case teacher regards children as learning subjects and attaches importance to children’s feelings and sense of achievement as the ground of character education. She is convinced that a sense of belonging to the class helps children achieve the moral standards set for them by the teacher. In this way, the children would discipline themselves to behave according to the character education.
IV. The case teacher decides the teaching strategy in accordance with the interaction between the teacher and the students. As such, “character first” course materials do not determine thoroughly the guidelines of the multifaceted character education.
V. The case teacher believes that character education should integrate children’s living experiences as the ground of teaching activities and grading. Besides the materials supplemented by herself, the case teacher takes examples from the children’s living experiences to explain abstract and difficult stories in the “character first” curriculum.
VI. The case teacher considers that everything in school plays a crucial role in children’s character education. In addition to the school activities, the case teacher supports whatever activities beneficial to children’s development by participating them herself.
VII. Children’s character growth is the case teacher’s grading principle: she observes and examines children’s daily lives to understand their character acquirement and development.
VIII. Variables influential to the result of the case teacher’s practice of character education could be categorized into four factors: the teacher, the students and their parents, and school environment, and time.
Key words: primary school teacher, character curriculum , teacher
belief , case study.
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