| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 99 === This research aimed to achieve three purposes: (1) To develop a film into moral teaching program for sixth grader in the elementary school.(2) To analyze the process of the implementation and the difficulties encountered.(3) To assess the practical situations of students in Respect, Thanksgiving and Care after the implementation of teaching. To achieve above purposes, action research was adopted. There were 29 students participate in this research. In order to train students’ morality, researcher observed their behavior on moral issues, and then used such instructional strategies as film appreciation and discussion, etc. Worksheets, moral weekly diary, feedback of students and parents and teaching observation feedback were applied to collect and analyze the data in this action research.
The conclusions were summarized as follows:
I. Development process of film into moral teaching program
1. Use the network resources to establish relevant audio-visual databases of moral teaching.
2. First, determine the key value of morality, and then choose relevant films, analyze its concrete practice behavior or secondary concept finally.
3. Design teaching activities according to entry behavior of students.
II. Implementation process of film into moral teaching program
1. The different kinds of films can expand students’ experience of life, also contribute to the study of the key value of morality.
2. Dilemma in the film can help students to do values clarification.
3. Diversified instructional strategies contribute to the study of the key value of morality.
III. The difficulties encountered in the process of the implementation
1. The difficulties encountered in the process of film appreciation
1.1 Content of the film was unable to be adapted to students’ individual differences.
1.2 When the film was broadcast, to suspend the film or network postponing might influence students’ mood.
2. The difficulties encountered when the instructional strategies were used
2.1 The skill and time of question or discussion in groups used were not appropriate.
2.2 Role playing and relevant activity curriculum might obscure studying focal point.
3. The difficulties encountered when teacher encouraged students to carry on moral practice
3.1 Students hesitated and lacked the courage while they carried on moral practice.
3.2 Students’ behavior was not as good as teacher’s expectancy, also made teacher’s teaching confidence reduced.
IV. The practical situations of students in ‘Respect’, ‘Thanksgiving’ and ‘Care’
1. The practice rates of ‘No hurting others on purpose’ and ‘Listen to others speaking attentively’ were the best in ‘Respect’.
2. The practice rate of ‘Oral thanksgiving’ was relatively good in ‘Thanksgiving’.
3. The practice rates of ‘Positive care’, ‘Care in person’ and ‘Considering care’ were relatively good in ‘Care’.
4. Compare first and second stages with the third stage, the practice rates in all kinds of key value of morality were improved.
According to the above conclusions, relative suggestions were provided for the reference of future teaching and researches.
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