| Summary: | 碩士 === 高雄師範大學 === 教育學系 === 99 === Abstract
The purpose of this research was to develop a character teaching program in “caring” and “responsibility” suited for 4th grade students in a elementary school. This
research analyzed progresses and difficulties on program implementation, and discussed development and changes in the students. Through the progresses of this research, the researcher reflected self professional growth. In order to achieve the goal of this research, this research adopted action research. The research subjects are 30 students in researcher’s class. This research used four methods of moral education, setting up examples, conversation, practices, and assertiveness from Ethics of Care, to carry out 12 classes in character teaching program in “caring” and “responsibility”. In the program, the classes guided students to start from caring and being responsible for themselves, then extended to care and be responsible to the people they are close to or they know. In the process of action research, the research collected and analyzed the data through the materials of observation records, self-reflection notes, worksheets, evaluation sheets, feedback sheets, feedbacks from coordinate teachers and feedbacks from parents. The results of this research are as follow:
1.The development and implementation progresses of character teaching program in “caring” and “responsibility”
(1) Ethics of Care can combine with character teaching.
(2) Multiple teaching methods with active and passive teaching activities, such as experience activities, drama performances, introduction of picture books with audio-visual media, can attract students to get into character teaching program.
(3) Let students to understand the importance for caring and be responsible to themselves, then we can guide students to love themselves, regulate themselves and reflect themselves.
(4) Through group discussions to carry out value clarification can help students to understand their own roles and responsibilities in life.
(5) Through arranging experience and practice activities to creating a caring relationship between parents, teachers and students, students can constantly practice caring and responsible behaviors in caring and positive environment.
2.Difficulties and coping strategies on program implementation.
(1) Students are not good at perceiving of their own strengths and weaknesses by themselves, teachers can encourage students to learn self-awareness, self-affirmation and self-reflection.
(2) Add personal or group competition into team, cooperative learning can increase learning motivation and advance students’ abilities in practicing caring and responsibility in the groups.
(3) Use checklists to allow students to set the goal for caring and responsibility, and allow parents, teachers and students to check results of practice.
3.Changes and growth of students.
(1) Students can aware their own weaknesses through caring themselves, and learn self-affirmation and self-reflection.
(2) Students can understand their own roles in groups and importance of responsibilities through value clarification.
(3) Parents, teachers and students build up relationship of caring together and under learning of mutual cooperation, students will practice caring and responsibility when they get more affirmation.
(4) From returning to the goal for caring and responsibility those students set, students can learn to be responsible for the commitments they have made, and then they can learn self-affirmation from successful experiences.
4.Reflection and professional growth of teachers in action progress.
(1) Teachers should keep under review themselves constantly whether they set up examples for caring and responsibility.
(2) Teachers should learn to slow down and wait for students in different growing speed, and know how to seize instant progresses of students which can be eternal encouragement.
(3) Teachers can proceed reflection and improvement in teaching through feedbacks from coordinate researchers and professors, and make the program more fit in with the needs of students.
(4) The distance between understanding theory and practice is so close.
At last, according to the above results of this research, the researcher proposed some suggestions as the references for character education and follow-up researches in the future.
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