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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6640

Title: 國民中學品格與道德教育的內涵與實施之研究
Authors: 吳寶珍
Contributors: 黃德祥
吳寶珍
Keywords: 道德教育
Date: 2004
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 本研究之主要目的在探討國民中學品格與道德教育的內涵、實施原則與方式,以及現況與成效。本研究共分二部分,研究一以德懷術建構國民中學品格與道德教育內涵與實施之衡量指標,研究二以調查法探討教師、行政人員及學生家長對國中品格與道德教育之態度與期望。研究一專家學者共諮詢11人,研究二共有受試者630人。本研究所獲得資料以次數分配、t考驗、單因子變異數分析、相關分析與典型相關分析法進行統計分析。
本研究的主要發現如下:
一、在研究一由學者專家所建構之國民中學品格與道德教育內涵、實施原則與方式以及成效之衡量指標對國民中學品格與道德教育具積極參考作用。
二、研究二之主要結果有:
(一)不同性別、角色、年齡、教育程度、家長職業、學校規模之受試者在品格與道德教育內涵看法上有顯著差異。不同學校所在地之受試者在品格與道德教育內涵看法上則無顯著不同。
(二)不同性別、角色、年齡、教師與行政人員教育程度在品格與道德教育實施原則與方式看法上有顯著差異。不同家長教育程度、家長職業、學校規模、學校所在地對品格與道德教育實施原則與方式之看法則無顯著不同。
(三)不同性別、角色對國民中學品格與道德教育成效之看法有顯著不同。不同年齡、教育程度、家長職業、學校規模、學校所在地之受試者對國民中學品格與道德教育成效之觀點則無顯著不同。
(四)不同受試者對國民中學品格與道德教育內涵與品格與道德教育實施原則方式之態度有顯著相關。
(五)不同受試者對國民中學品格與道德教育實施原則與方式與品格與道德教育成效之態度有顯著相關。
本研究根據研究發現,對國中教師、學校行政人員、學生家長、學校社區、學校、教育行政單位與後續研究,提供各項建議。
The main purpose of this study was to explore the character and moral education theory and condition on the campus of middle schools in Taiwan. There were two parts in this study. Study I is to explore the viewpoints of 11 experts and gained their concepts of the index of the measuring questionnaire for character and moral education. Study II is to investigate the character and moral education condition of junior schools in Taiwan. Totally 630 subjects of educational administrators, teachers, and parents were investigated, and frequency distribution, t-test, one-way ANOVA, and canonical correlation were used for the data analysis.
The results of this study were as follow:
1. The study I found that in the viewpoints of experts were more proactive on the context, performing rule and way, and effectiveness of character and moral education.
2. The study II found the five main results:
(1) There were significant differences in the variables of gender, role, age, educational degree, parents’ vocation, and school’s size in the context of character and moral education. Meanwhile, no significant differences in the variables of school’s location in the context of character and moral education were found.
(2) There were significant differences in the variables of gender, role, age, and educational degree of teachers and educational administrators in the performing rule and way of character and moral education. Meanwhile, no significant differences in the variables of parents’ educational degree, parents’ vocation, school’s size and school’s place in application of character and moral education.
(3) There were significant differences in the variables of gender and role in the context of character and moral education.
(4) There was a significant relationship between performing rule and way of character and moral education.
(5) There was a significant relationship from the rule and way to the effectiveness of character and moral education.
According to the findings, the related suggestions and future study were provided for high school teachers, administrators, parents, school community, school and educational authorities.
Appears in Collections:[教育研究所] 博碩士論文

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