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http://ir.ncue.edu.tw/ir/handle/987654321/6732
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| 題名: | 愛的進行式—一位國中導師實施關懷倫理教育之旅程 |
| 其他題名: | Love in Progress: The Journey of One Junior High School Homeroom Teacher’s Practice of Education for Caring Ethics |
| 作者: | 劉芳綺 |
| 貢獻者: | 林素卿
Su-Ching Lin
劉芳綺
Fang-Chi Liu |
| 關鍵詞: | 關懷倫理教育;品格教育;行動研究
Education for Caring Ethics;Character Education;Action Research |
| 日期: | 2008
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| 上傳時間: | 2010-12-03
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| 描述: | 碩士
教育研究所 |
| 摘要: | 在這篇論文中，我將呈現一個從研究所進修的路途，返回教育工作崗位的我，在重新擔任導師身分後，如何以關懷倫理教育的理念經營班級的歷程。
本研究之目的在於結合關懷倫理學的教育理論與實際課程規劃，以行動研究的方式，藉由觀察、訪談與文件資料的蒐集分析，檢視關懷課程設計的實施狀況，期盼學生由課程學習提升關懷品格，老師亦能在教學反省中獲得專業成長。
課程實施後得到的結果如下：
一、以關懷倫理學教育觀點設計的課程，能讓孩子在討論、分享與體驗活動中，引發關懷感受。
二、在課程實施中，教師所遭遇的困難包括課程設計上的缺失、教師教學相關問題與意外事件的突發。教師在行動研究歷程中針對這些問題提出因應策略與解決方法。
三、經由課程，孩子學習肯定自我、控制情緒、關懷家人與朋友，在關懷品格上有所成長，且有助於班級關懷氣氛的營造。
四、教師以身作則讓學生感受關懷，敞開心胸與學生真誠對話，師生關係會更親近。
五、家人的愛是培養孩子關懷品格的重要力量。
Abstract
The life of a junior high school homeroom teacher who has double roles as graduate student and teacher will be presented in this thesis. This thesis major focuses on how she implements caring ethics education into her classroom and how she make what she learned from graduate program into teaching practice.
The purpose of this study is to combine educational theories of caring ethics and real curriculum planning and use action research approach as method to observe, interview and collect and analyze the documents surveys the practice of curriculum design. During the process of this teaching, the researcher hopes that the students can strengthen their character of caring, and the teacher can also obtain the professional growth through teaching reflection.
The results of this study are as follows:
1. Using caring ethics as education theory to design curriculum can help students discuss, share and experience the activity and inspire their caring feelings.
2. The obstacles of the practice of this curriculum include the shortage of curriculum design, teaching problems and accidental problems. Teachers have to raise coping strategies and solutions of these obstacles during the process of action research.
3. Students learned self recognition, emotion control, caring family and friends, having growth in caring character and this curriculum also reinforces the classroom caring environment.
4. The teacher as a model role can make students feel the power of care. By talking with students sincerely, the relationship between teacher and students becomes closer.
5. Love of Family member is very important power that can cultivate the child’s character of caring. |
| 顯示於類別: | [教育研究所] 博碩士論文
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