運用繪本教學實施品格教育之行動研究——以「責任」和「值得信賴」核心價值為例

Guo,Na-Yi Teacher of Chu-Bei Elementary School

本研究採行動研究法，探究以繪本應用於國小中年級學生之「責任」和「值得信賴」品格教育課程的實施歷程和實施成效。為達研究之目的，研究者以任教學校之31位四年級學生為研究對象，進行十週的行動研究。本研究以品格核心價值「責任」和「值得信賴」為主題，運用繪本教學實施品格教育課程方案，透過問卷、教學實錄、省思札記、觀察記錄、學生活動學習單、學生回饋、家長回饋等方式蒐集資料，再就所蒐集的資料進行整理、分析與歸納，本研究結論如下：
一、運用繪本教學實施品格教育課程，對於國小中年級學生在「責任」與「值得信賴」品格核心提升具有實施成效。
二、運用繪本教學實施品格教育課程，引起學生的學習興趣與喜愛。
三、教師省思與修正運用繪本教學實施品格教育課程。
四、教師在繪本教學活動中所遇到的困難與因應策略。
（一）教學時間緊湊，老師需掌握時間與持續發展品格教育。
（二）繪本數量有限，建議學校購置班級書箱。
（三）教師設計學習單內容應有趣與多元。
最後，根據研究結論，提出相關建議，以作為繪本教學、品格教育及後續研究者之參考。

The purpose of this action research was to examine the implementation process and effects of using picture books to teach “responsibility” and “trustworthiness”, two core values of character education, to fourth graders in elementary school. In or-der to fulfill the purpose of this research, the researcher undertook a ten-week action research on thirty-one grade-fourth students in her school. With “responsibility” and “trustworthiness” as the main topic, the researcher used picture books to implement her character education curriculums. Data were collected through quantitative surveys, classroom videotaping, teacher's notes, classroom observations, learning activities as well as feedbacks from students and parents. Data were compiled, analyzed and summarized, and conclusions of the study are as follows:
I. Adopting picture books in character education curriculums appears to be effective in raising students' cognition of value of “responsibility”and “trustwor-thiness”.
II. Adopting picture books in character education curriculums stimulates students' interest in learning.
III. Teachers reflect and revise over the picture book-based character education curriculums.
IV. Difficulties and strategies taken in the class:
i. Compact teaching hours - teachers should have better control of the limited teaching hours and continue to develop character education as part of the curriculum.
ii. Limited number of picture books - may suggest school to set up mini in-class library.
iii. Teachers are encouraged to design more interesting worksheets and learning activities.
Finally, according to the results, suggestions are made for picture book teaching, character education and follow-up studies.