| 摘要: | 本研究旨在建構「國民中學德育領導教育指標質性指標」，以作為落實國民中學道德教育之參考。本研究第一階段採用文獻探討法以建構研究基礎。第二階段採用焦點團體訪談法，針對11位國民中學教師，以及7位國民中學校長進行訪談，蒐集實務工作經驗資料，以進一步建構「國民中學德育領導教育指標質性指標」架構雛型。第三階段採行專家效度問卷調查法，以研究者自編之「國民中學德育領導教育層面及指標建構專家效度問卷」，整合教育學者專家之意見，修訂指標架構雛型，建立「國民中學德育領導教育指標質性指標」。
根據研究目的及研究方法，本研究探究得知：
所謂德育，即為道德教育，是教育者依照受教育者身心條件，妥善運用環境中各樣可運用之資源，設計適情適性課程，規劃適切作為
，設置完善設施，以引導受教育者在身心發展上，穩健且持續性的朝著道德目標前進，以達到內在德性進展，以及外在德行之發展。
德育領導係指學校教育單位及隸屬其中之教育工作者，能夠依照學校教育環境條件，衡量學習者身心條件，設計永續性之課程，規劃相關教學活動，建構良善學習環境，運用各種適切的領導、教學方式，並結合家庭、社會資源，以引導學習者在知識、價值觀、心理、道德意識發展上，穩健且持續性的朝著道德目標前進，並表現出符合道德意涵之行為。
本研究所建構之「國民中學德育領導教育指標質性指標」包含以下7項層面：（一）發展學校道德教育核心德目、（二）組織學校道德教育行政支援系統、（三）增進學校教育者實施道德教育專業知能、（四）發展學校道德教育教學與課程、（五）營造學校道德教育學習環境、（六）整合學校道德教育學習資源、（七）建構學校道德教育自我評鑑機制，合計共48項指標。
根據上述結論，本研究並對國民中學、國民中學教師、與後續研究提出建議。
關鍵詞：德育 德育領導 德育領導教育指標
Abstract
The present study is intended to construct the “qualitative indicators for moral education leadership at junior high school”, which is also hoped to be of use as reference for conducting moral education at junior high school.
The first stage of the study is done by literature exploration to build up a foundation for constructing the indicators.
The second stage of the study involves interviews with focus groups, including 11 junior high school teachers and 7 junior high school principals, for a purpose of constructing the prototype of the “qualitative indicators for moral education leadership at junior high school.”
The third stage of the study is carried out by using expert-valid questionnaire method. The questionnaire, designed by the author of the present study, on the construction of levels and indicators of moral education leadership at junior high school is integrated with the suggestions from scholars and experts, with the prototype of indicator construction modified, to establish the “qualitative indicators for moral education leadership at junior high school.”
Moral education is carried out in accordance with the mental and physical conditions of the students and by making good use of all kinds of resources available in the learning environment. Appropriate curricula, measures, and facilities are designed, formulated and set up to guide students in their mental and physical development, helping them make steady progress toward the moral goals and demonstrate behaviors that meet the moral standards. The ultimate goal is to help students achieve moral enhancement inside and moral behaviors outside.
Moral education leadership refers to the act that is performed by schools and their educational staff. The school’s environment and students’ mental and physical conditions are weighed up in designing sustainable curricula, formulating relevant teaching activities, and building up favorable learning environment. In addition, appropriate leading and teaching methods, combined with family and social resources, are employed to guide students, in the aspects of knowledge, value, and psychological and moral development, to make steady progress toward the moral goals and demonstrate moral behaviors.
The “qualitative indicators for moral education leadership at junior high school” established by this study consists of seven levels:
I. developing core creeds for moral education at school;
II. organizing the administration assistance system for moral education at school;
III. promoting professional knowledge and ability for conducting moral education at school;
IV. developing teaching and curricula for moral education at school;
V. building up a learning environment for moral education at school;
VI. integrating learning resources for moral education at school;
VII. constructing a self-evaluation mechanism for moral education at school.
There are 48 indicators in total under the seven levels.
Based on the conclusion drawn from the study, relevant suggestions for junior high schools, junior high school teachers, and the subsequent studies are also made.
Key words: moral education, moral education leadership, indicators in moral education leadership |
