品格教育教學領導之行動研究--以一所公辦民營幼兒園為例

文化大學機構典藏 CCUR > 社會科學院 > 社會福利學系暨社會福利學系碩士班 > 博碩士論文 > Item 987654321/25830

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题名:	品格教育教學領導之行動研究--以一所公辦民營幼兒園為例 The Action Research of Character Education by Instructional Leadership in a Private Management of Public Kindergarten
作者:	梁偉莉 Liang, Wei Li
贡献者:	青少年兒童福利碩士學位學程
关键词:	品格教育教學領導行動研究公辦民營幼兒園 Character education Instructional leadership Action research Private management of public school
日期:	2013-06
上传时间:	2013-10-31 13:42:39 (UTC+8)
摘要:	本研究採支持行動研究法，主要在解決幼兒園實施品格教育教學領導的相關議題。研究現場為研究者擔任園長的幼兒園，以全體師生為研究對象，進行為期2年的品格教育教學領導之行動研究。本研究主要是以教學領導為行動策略，並組成行動研究團隊以推動品格教育。本研究以臺北市政府教育局2007年所頒訂之14項品格德目，包括責任、孝順、誠實、公平、尊重、同情、關懷、容忍、自省、信賴、感恩、正義、自律、勇敢等，依據幼兒年齡層分小、中、大三個班群，以「愛」、「信」、「律」為綱要，擬訂幼兒園幼兒品格核心德目及其行為準則，藉由教學觀摩與同儕視導，融入幼兒園教保活動課程暫行大綱的六大領域之教學活動與課程。本研究以品格教育繪本為主要教學內容，藉由教學實錄、省思札記、觀察記錄、品格檢核表、家長回饋單等資料作為研究分析工具，所獲致的結論與建議如下：壹、結論一、園長施行教學領導，可營造合作賦權的團隊關係，有利於品格教育的推動。二、教師師訓、教學觀摩與同儕視導等歷程，可提升教師品格教育的專業知能。三、以「愛」、「信」、「律」為綱要，擬訂幼兒品格核心德目及其行為準則，可提昇幼兒的品格學習成效。四、建立品格教育之主題教學課程與幼兒學習歷程檔案，以發展幼兒園的品格教學特色。貳、建議一、園長應妥善應用相關資源，在品格教育之課程與教學領導方面，持續的給予老師們關注與支持。二、老師應以身教、言教、境教、制教與動教，作為幼兒好榜樣，且積極進行品格教學行動研究，提升品格教育教學專業能力。三、家長應充分配合幼兒園教學、以身作則，增進幼兒品格教育的學習成效。四、未來相關研究者，可延續品格教育教學領導議題於不同的情境進行研究。五、政府相關單位應投入更多資源與經費，鼓勵幼兒園發展『品格教育』之相關學術與實務。 By adopting an action research method, this study solved the related issues about character instructional leadership that implemented in the preschool. This research was done in the preschool whose principal is the researcher. The research subjects are all the teachers and the students in the researcher’s school. The research lasted for two years. Instructional leadership used as a main implementation strategy in this study, composing an action research group to promote character education. This study used 14 terms of virtues which were promulgated by Department of Education, Taipei City Government in 2007, including responsibility, filial piety, honesty, fairness, respect, empathy, caring, inclusiveness, introspection, trustworthiness, gratitude, justice, self-discipline, courage and etc. According to ages, the classes were divided into three groups─ junior, middle and senior class. Using love, confidence, and self-discipline as the framework, the researcher postulated core virtues and principles of preschool students by demonstration and peer supervision. Character education integrated six areas of The New Curriculum Outlines for Preschool. Teaching character education through picture books was the main teaching content in this study. Researcher used education records, reflective journals, character checklists, parents’ feedback sheets and others data as analytic tools. The conclusion of the research and suggestion are described below: I. Conclusion 1. Implementing instructional leadership by the principal can build cooperative and empowered the relationship among the team. This relationship is good for implementing character education. 2. Courses like teachers’ orientation, demonstration and peer supervision can enhance teachers’ professional competence of character education. 3. Using love, confidence, and self-discipline as the framework will promote the effects of learning character education. 4. Building course profiles of topic curriculum of character education develops character education traits in the preschool. II Suggestion 1. The principal should manage related resources well and give teachers attention and support. 2. Teachers should set a good example by deeds, precepts, situations, norms, and interaction. Also, teachers should implement character education actively and enhance professional competence of character education. 3. Parents should follow the teaching of the preschool and also set an example for children. In this case, the effects of learning character education will be promoted. 4. Issues about instructional leadership of character education can be researched in different situations in the future research. 5. Related government departments and agencies should input more resources and fund to encourage preschools to develop related researches and practice.
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