The Action Research of using of the picture books on Character Education Curriculum for First Grade School students-Based on “Respect”and “Care”

• Main Authors: chang hsiu-ching, 張秀卿
• Other Authors: 郭金水
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/91574098038226744354

碩士 === 國立臺北教育大學 === 社會科教育學系碩士班 === 98 === This research discusses the feasibility and achievements of applying picture books to improving the moral education of the first-graders in the elementary school. With the core values of personal characters “respect” and “caring” as research topics, and applying picture books to the character education curriculum. The data is collected through teaching recordings, off-class notes, observation records, students’ feedbacks and parents’ feedbacks .To select the first-graders of the researcher's own schools as the research objects, and selecting particular two students to be the advanced research observation object. After for more than two months of action research, this research finds the following conclusions: A. Implementation and amendment of teaching program a. The program applying picture books developed moral education including the ideas of designing courses, and the ways to choose picture books and analyze the contents of picture books. It is the feasible program for moral education to take the four-step teaching model of moral paragon: discussion and dialogue, situational experience and integration and implementation. b. The amendment of teaching programs applying picture books was reviewed and corrected from three aspects: teaching, the teaching programs and the teaching instrument. B. About the learning achievements of character education a. When curriculum programs being in progress, the quality of the observable data especially the "respect" and "caring" behavior of the whole observed objects were increased. Besides, the establishing self-esteem and self-care of the objects in the research significantly progressed, but they needed to continued improving the ability of caring for others. b. Delaying the assessment of moral self-evaluation, the learning effect is not significant. It shows that the development of well moral is not easy and cannot be attained in short time. The difference between knowing and doing should be eliminated by opportunity education and practice in daily life, thus students can develop the habit to perform moral.