An Action Research on the Implementation of Character Education Polite and Tidy in Second Grade

• Main Authors: Yi-Chen, Chen, 陳怡蓁
• Other Authors: Dr. Shing-Hua, Yeh
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/84592859440203485168

碩士 === 臺北市立教育大學 === 課程與教學研究所課程與教學碩士學位班 === 98 === 　　The aims of the action-research are to discuss how teacher of second graders developed the character curriculum polite and tidy with ethics of care to improve the performance of character for students in her class. The study emphasizes on the following five aspects: 1. Understanding the needs of students to learn character polite and tidy. 2. Develop curriculum on character polite and tidy appropriate for the class employing based on the perspective of ethics of care. 3. Implement and reflect on character curriculum. 4. Discussion on the learning performance of character curriculum. 5. Enhance educational reflection and professional development from researcher to character education. 　　In the first chapter, the researcher discussed student performance in politeness and tidiness through conducting interview with the teachers and students, followed by perspective on ethics of care to develop a series of curriculums designed for character polite and tidy, which were implemented later in class. At the end of curriculum, the study conducted further interviews, observation record of peer teacher, reflective notes from teachers, and feedback-sheets from the parents to analyze and compile data. The students are examined on whether if they have improved performance on character polite and tidy because of this curriculum. The following are the findings of this research: 1. Educational reflection of Researcher A. Ethics of Care Practice a. Design character curriculum with the perspective of ethics of care and the target of care should be from near to far. b. There is still improvement for the relevant knowledge design and implementation curriculum from the researcher in the application of “Ethics of Care.” c. The researcher shall recognize student performance and encourage students to pay efforts and progress in the process. B. Curriculums Development a. Scheduling excessive activities in class will prevent the researcher from focusing on student performance. b. Design the integrated curriculum planning rather than just including any activities preferred by the students. c. The content of curriculum for second graders should still be based on the objective of character internalization. C. Student Assessment a. Researcher requires demands high standards from student character and should not have uniform standards. b. Relationship and situation at the time are highly associated with whether if students treat people with courtesy. c. The external behavior of good character is easier to be examined while affection target is difficult to be observed. D. Classroom Management a. Classroom management continues to be in progress despite the dismissal of classroom teaching. b. Cooperation with parents results in significantly more effective character education. 2. Professional Development of Researcher A. The researcher is able to gradually comprehend the nature of ethics of care and the attempt to care and accept “people.” B. The researcher designs character curriculum polite and tidy based on the four means with ethics of care. C. The importance of researcher designing character curriculum from the perspective of student needs. D. The researcher grows considerably on character teaching efficiency. E. The researcher further understands the significance and importance of team teaching. F. The study experiences reassure the researcher’s faith on character education. 3. The orientation of researcher’s future commitment based on the finding of this research is described below： A. Ethics of Care Application a. Design character curriculum based on ethics of care and take into consideration students needs and concepts before design as well as full planning in conducting each activity and dialogue with students. b. The researcher should immerse everyday life into “ethics of care” with the students in addition to teaching, to implement the concept and context. c. The researcher should reflect more to develop own character in becoming better role model for students. d. When the students express personal perceptions on contrary to character, the researcher should understand the student’s opinions via conversation and provides appropriate feedback. e. When situation of students exceeds the expectation from the researcher considerably, the results showed that the researcher should face student performance with more open mind. More role playing activities should be conducted for in-class role playing activities and take opportunity of practice. B. Curriculum Development a. The curriculum design should start from emotion aspect to induce the intrinsic motivation of character practice. b. Integrate the curriculum into life of the classroom, which does not take up as morning study time nor keep parents suspend over. c. Arrange cognitive conflict situations and allow students to clarify, thereby control character content. d. Clarify course objectives while meeting the interests and requirement of students. e. Students are tracked over long-term to appropriately enhance curriculum with reinforcement, in order to profoundly understand the learning effect of students. C. Student Assessment a. Student self-evaluation and peer assessment are applied to enhance teaching efficiency. The learning performance of students is observed from different perspective. b. Formulate appropriate character standard according to individual differences of students. D. Classroom Management a. In addition to conducting classroom teaching, detailed classroom management strategies should be designed to facilitate student truly learn good character. b. Parents may understand and cooperate when via message conveyance of character notification. As a result, students may fully implement good character.