國中小品德校園文化營造實徵研究

An Empirical Study of Character-Based School Culture Building in Taiwan's Elementary and Junior High Schools

研究試圖擬定一個兼顧本土與國際性的道德社群方案，以建構具科學且專業的品德校園推動參考模式。茲選取國中小各一所為合作夥伴，歷經兩年研究歷程，採用質量兼顧的多種研究方法加以規劃、執行與評鑑，包括專家諮詢座談，工作坊與會議的舉辦，以及準實驗研究的訪談、觀察與問卷調查等。經分析與討論歸納數點結論：一是品德校園彰顯了品德教育融入各類課程具可行性；二是品德校園實施後行政人員與教師的品德教育知能有所增長；三是家長與學生參與品德校園推動後之角色被強化與肯定；四是系統且密集的品德校園推動可證明其有效性。據此，本研究針對歷程與結果分享四點反思，並提供研究社群及教育行政機關數點建議，以促進品德校園的永續發展。

Based on Taiwan’s educational reforms over the past fifteen years and thetrends of international research and practice, this study focused on how to plan, implement and evaluate a character-based school culture（CBSC） project to meet the needs of Taiwan’s moral education. The CBSC was a scientific and professional project, one inspired by several theoretical models of “school culture” and “moral atmosphere.” The CBSC adapted comprehensive American models of character education programs to fit Taiwan’s educational system. The author conducted this research project from August 2005 to July 2007 in one elementary school and one junior high school. The methodology, both qualitative and quantitative, was drawn from symposia workshops, meetings, interviews, surveys, and observations, and made use of a quasi-experimental design. The findings were as follows:（1） The CBSC project showed that it is feasible to infuse character education into diversified curricula.（2） The staff members of the schools involved enhanced their own professional knowledge of character education as a result the CBSC project.（3） The CBSC project promoted students’ autonomy and enhanced their parents’ ability to collaborate in school character education.（4）The CBSC project, featuring systematic and intensive character education, manifested its effectiveness especially at the junior high school level. Furthermore, the author made several observations regarding the process andproducts of planning, implementing and evaluating the CBSC project. Finally, theauthor made recommendations with regard to the sustainable development of character-based school culture in Taiwan’s academia and government.