A Study on Implementation, Problems, and Coping Strategies of the Character Education Policy in Elementary Schools in Tainan City

• Main Authors: Kuo-Cheng Kuo, 郭國成
• Other Authors: Yang, Kuo-Shih
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/ata72m

博士 === 國立嘉義大學 === 教育學系研究所 === 106 === The purpose of this study is to investigate the implementation, problems, and coping strategies of the character education policy in elementary schools in Tainan City. The mixed research method is adopted in this study. A questionnaire is used to survey 385 teachers of 102 elementary schools in Tainan City, and the subjects of the interview are purposively sampled 56 teachers of 14 schools from these 102 schools. The major findings of this study are: 1.The current situations of elementary school teachers’ cognition of character education are: (1) Teachers did not understand the contents of the character education policy. (2) The relevant information transferred to teachers would indeed be helpful for them to understand the character education policy. 2.The current situations of implementing character education policy at schools are: (1) Implementing character education policy at schools was effective. (2) Schools applied character education project was favorable for students to learn character education, and would be more effective in implementation of character education policy. 3.The current situations of schools promoting core values of character education are: (1) Teachers did not understand the core values of character education carried out by schools. (2) The main core values of implementing character education were good faith, filial piety, thanksgiving, respect, care, responsibility, and cooperation; the implementing effectiveness did not differ from the different backgrounds of schools. (3) Most schools promoted character education on the bases of central virtues as core values, but they did not develop the character cultures that featured school characteristics. 4.The current situations of teachers teaching character education are: (1) Teachers used multivariate methods to teach character education, but the teaching hours were insufficient. (2) Combined the resources within and outside the school contributed to teachers teaching character education. 5.The effects of students’ learning character education are: (1) The effectiveness evaluations of students’ learning character education were mainly based on the performance of students’ daily life at schools. (2) It was meaningful to implement the effectiveness evaluations of learning character education. 6.The dilemmas in implementing character education and the coping strategies are: (1)Lack of teaching time, the coping strategies are teachers can teach character education by random, by integrated, and apply fragmentary time (2)Lack of proper teaching materials, the coping strategies are teachers can use social resources and self-designed teaching materials to teach character education. (3)Negative social values and atmosphere, the coping strategies are studying the paradigm and guiding the concepts. (4)The function of family education does not manifest, the coping strategies are teachers should communicate with parents at parents-teacher meeting or parenting education. (5)Insufficient coordination of teachers, the coping strategies are peer model studying or integrated character education into curriculum or increasing communication. (6)Negative impact of the news media, the coping strategies are specification of the norms, paradigm studying, and guiding the concepts. Based on the conclusions of this study, the author also provide suggestions for the education administration authorities, elementary schools, and future studies. Keywords: character education, character education policy, core values