價值澄清法對高中男生公民科教學成效的影響

造就健全公民素為中西自古來共同的教育理想，我國自民國以來，即根據民主法治及立國精神，積極發展公民教育，期能使國人成為頂天立地完滿無缺的完人；由於現代文明與科技的發展，社會日益趨向多樣化和複雜化；加上青少年時期正處於身心急遽的變化階段，青少年在成長中常面臨了生活的焦慮、價值的衝突、與思想的矛盾等，面對這種情形，政府對公民教育的實施是非常重視的，民國六十九年二月六日，行政院以台六九教字一四四六號函核定實施的「加強推展青少年公民教育計劃」之中，即強調：「公民教育應依據中華民國憲法及三民主義之崇高理想實施之，以維護整體利益為前提，並使公民教育之精神在各級學校及社會各階層，普遍受到重視」。學校是專為實施教育而設的機構，公民教育之推展，自以學校為主要的場所，以帶動家庭、社會進行全面性的公民教育，我國高中階段的公民教育課程主要包括公民、三民主義及有關文史學科等；本研究所採用的觀點與精神，是以高級中學公民科為高中公民教育實施的本科，試用價值澄清法進行公民教學實驗研究。

The end of citizenship education is effectively to foster an individual to participate in social life， and become an integrated and sound man. But for many years， the activities of school civics teaching have not gained its object. The purposes of this research are o apply values clarification to the school civics teaching compared with the traditional methods of civic teaching.According to the research designed， this study samples students from the first semester in the first year of Taipei Municipal Chien─Kuo Senior High School in the 1984 academic year. The 328 subjects are divided into two groups， one treatment group and the other control group each consisting of 164 students. The experiment research which uses pretest─posttest control─group design， and applies the analysis of covariance with pretest scores continued from Sept. 17， 1984 to Jan. 16， 1985.The major conclusions of the research are as follows：（1）The perceptions of civics teaching methods about the degree of participation and experimental treatment：There is no significant interaction between treatment and participation；the treatment indicates values clarification is significantly higher than the traditional teaching；the degrees of participation indicate there is no significant difference among the three of them.（2）The perceptions of civics teaching contents about the degree of participation and experimental treatment：（a）There is no significant interaction between treatment and participation （b）The treatment indicates values clarification is significantly higher than the traditional teaching（c）The degrees of participation indicate there is no significant difference among the three of them.（3）The Moral Maturity Scores about the degree of participation and experimental treatment：There is no significant interaction between treatment and participation；but the treatment and the participation indicate values clarification is significantly higher than the traditional teaching.（4）The semester record are no significant differences between values clarification and the traditional teaching. There is no significant interaction between the experimental treatment and the degree of participation；but the treatment and participation indicate values clarification is significantly higher than the traditional teaching.