臺灣與英國中學教師實施品德與公民教育之研究

A Study on High School Teachers’ Implementation for Character and Civic Education Between Taiwan and the UK

青少年是否具備良好的品德與公民素養，對於他們在學校或未來專業工作 表現具有重要的影響。我國實施十二年國民教育課程革新融入品德與公民的素 養，而教師作為課程實施成敗的關鍵，國中教師應該扮演怎樣的角色發展學生 品德與公民素養？本研究採取與英國品格與美德銀禧研究中心一致的研究設計 進行探究，透過半結構式問卷訪談我國各地21 所學校之41 位教師，探討我國 與英國中學教師在學校實施品德教育之自主性、教師有效實施品德教學的作 法、學校提供教師的運作實施與支持情形。研究主要發現有四：一、兩國教師 均重視品德教育，惟對於品德概念的看法有所差異；二、教師擁有一定的教學 自主空間，惟過度重視考試會影響品德發展；三、國中教師透過各種條件或面 向有效實施品德教學，惟有多數家長未能妥善扮演自身關鍵角色，且大眾媒體 的負面影響阻礙學生發展良好品德；四、學校與同事的支持與重視境教有助於 教師實施品德教學。

If the adolescents could be well prepared with good moral character and civic literacy， they could profoundly contribute to the schools and their professional careers in the future. The Taiwan Government has tried to integrate the moral and civic element as one of the key competencies into the Guidelines for the 12-Year Basic Education Curricula. To achieve this， the teacher definitely is the key person for such implementation. However， how could it be certain that teachers in junior high school do perform this role satisfactorily? This study tried to investigate this through an island-wide research on teachers’ view， using the framework applied by the Jubilee Centre for Character and Virtues in University of Birmingham. The data collected were from a semi-structured questionnaire and interview， conducted in 21 different schools， upon the 41 teachers with diverse backgrounds and characteristics. This study aimed to understand the teachers’ views on their teaching autonomy， practice of moral teaching， and the supports from their school administrations. The findings were as following. First， both the teachers in Taiwan and Britain emphasized the importance of character and moral education; however， Taiwan teachers had some disagreements on the concepts of character and virtues. Secondly， the Taiwan teachers expressed that they had some levels of teaching autonomy， but they also worried about the current examination system， which had some negative influences on the adolescents’ development. Thirdly， Taiwan teachers expressed that they adopted moral teaching from diverse dimensions， but they also worried about that many parents have been less responsible and the media attribute with a high rate of negative influence. Finally， the participants interviewed also mentioned that the supports from the school administrations and colleagues， as well as the moral environment in the community， were very helpful for their moral teaching.