| Summary: | 碩士 === 臺北市立教育大學 === 學習與媒材設計學系課程與教學碩士班 === 101 === An Action Research on Moral Education integrating
the Triarchic Theory of Intelligence with Ethics of Care
Abstract
The researcher adopted the action research, in order to explore how to integrate the triarchic theory of intelligence with ethics of care when carrying out moral education. The researcher expected that students learned to operate interpersonal relationship and practice caring for each other by combining affection with thoughts. There were four research purposes. The first purpose was to design a feasible moral education curriculum integrating the triarchic theory of intelligence with ethics of care. The second purpose was to explore the implementation and outcomes of the moral education curriculum. The third purpose was to find out students’ growth process when they learn the moral education curriculum. The fourth purpose was to discuss the researcher’s course reflections and professional developments when carrying out the moral education curriculum.
The researcher integrated the triarchic theory of intelligence with ethics of care in order to construct the core of the curriculum— the triarchic etude which paid attention to inner motivation of caring and emphasized the importance of thinking process. The triarchic etude contained ten learning strategies. According to these strategies, the researcher planned ten learning uints and tought lessons for about 31 hours 45 minutes. The researcher carried out the curriculum from the second semester of fifth grade to the first semester of sixth grade. The researcher examined if students enhanced the ability to care for each other and inspired reflection of consciousness by analyzing data, inclusive of observations, interview records, teaching notes , parent questionnaires, student questionnaires, learning sheets and student diaries. Several conclusions were made.
First: Students learn to appreciate each other－inspire the moral affection by thinking creatively
Students could cherish life value about making contributions, receiving care and
overcoming adversity. In this way, students could learn to appreciate each other, reverse stereotypes, establish friendly relationship, and inspire the “I care” moral affection by thinking creatively.
Second: Students learn to face conflicts－examine the moral ideal by thinking practically
Students could intelligently decide how to face conflicts by means of apology, avoidance, correction and coordination. In this way, students could learn to flexibly deal with conflicts according to environmental changes and examine the “I should” moral ideal by thinking practically.
Third: Students learn to solve problems－fulfill the moral commitment by thinking analytically
Students could decide how to practice caring each other by confirming problems, reflecting behavior and using methods. In this way, students could learn to solve problems, assess demands for people in need and fulfill the “I am here” moral commitment within the capacity of ourselves by thinking analytically.
Some suggestions were proposed for other instructors as well as future studies.
Key words: Ethics of Care, the Triarchic Theory of Intelligence, moral education, action research
|
|---|
