Effective methods in character education
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Transcript of Effective methods in character education
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Effective methods in character education
Marvin W. Berkowitz, Ph.D.McDonnell Professor of Character Education
University of Missouri-St. Louis
5 January 2005National Chung Cheng University
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品德教育的有效方法
Marvin W. BerkowitzMarvin W. Berkowitz 博士博士美國密蘇里大學聖路易校區美國密蘇里大學聖路易校區
品德教育講座教授品德教育講座教授
演講地點中正大學演講地點中正大學
中正大學教育學研究所中正大學教育學研究所台師大公民教育與活動領導學系合辦台師大公民教育與活動領導學系合辦
2006/1/52006/1/5
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Contact InformationAddress: Marillac Hall 469
College of EducationOne University BoulevardUniversity of Missouri-St. LouisSt. Louis MO 63121-4499USA
Phone: 314-516-7521FAX: 314-516-7356Email: [email protected]
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相關資料
• 地址: 地址: Marillac Hall 469Marillac Hall 469• College of EducationCollege of Education• One University BoulevardOne University Boulevard• University of Missouri-University of Missouri-St. LouisSt. Louis
• St. Louis MO 63121-4499St. Louis MO 63121-4499• USAUSA• 電話: 電話: 314-516-7521314-516-7521• 傳真: 傳真: 314-516-7356314-516-7356• 電子信箱:電子信箱: [email protected]@umsl.edu
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What works in character
education?Funded by the John Templeton
Foundation in cooperation with the Character Education Partnership
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品德教育中何者具有功效?
由” John Templeton 基金會”及”品德教育夥伴”共同贊助
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Finding 1: It works!(Effective programs)
33 character education programs have adequate
scientific evidence of effectiveness
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研究結果 1 :有效! ( 有效的方案 )
33 個品德教育方案皆有科學上相當程度的證明其為有效的
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Effective Programs• Across Ages• All Stars• Building Decision Skills• Child Development
Project• Facing History &
Ourselves• Great Body Shop• I Can Problem Solve• Just Community Schools• Learning for Life• Life-skills Training• LIFT• Lions-Quest• Michigan Model• Moral Dilemma
Discussion• Open Circle• PATHE• PATHS
• Peacebuilders• Peaceful Schools• Peacemakers• Positive Action• Positive Youth Development• Project Essential• Raising Healthy Children• Resolving Conflict
Creatively • RIPP• Roots of Empathy• SDM/PS• Seattle Social Development• Second Step• Social Competence• Teaching
Students/Peacemakers• Teen Outreach Program
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有效的方案• 跨越年齡跨越年齡• 任何星座任何星座• 做決定的能力做決定的能力• 幼兒發展計畫幼兒發展計畫• 面對歷史及我們自己面對歷史及我們自己• 大身體工作坊大身體工作坊• 問題解決問題解決• 正義社群正義社群• 學習生活學習生活• 生活技巧訓練生活技巧訓練• LIFTLIFT• 勇猛的人勇猛的人——探索探索• 密西根模式密西根模式• 道德兩難討論道德兩難討論• 開放討論圈開放討論圈• PATHEPATHE• PATHSPATHS
• 和平建構者和平建構者• 和平學校和平學校• 和平促進者和平促進者• 正向行動正向行動• 正向青少年發展正向青少年發展• 計劃要素計劃要素• 養育健康的孩子養育健康的孩子• 創意解決問題創意解決問題• RIPPRIPP• 同理的根基同理的根基• SDM/PSSDM/PS• 西雅圖社會發展西雅圖社會發展• 第二步第二步• 社會能力社會能力• 教導學生教導學生 // 和平的建構者和平的建構者• 青少年延伸計畫青少年延伸計畫
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Finding 2: It varies!
Character education comes in quite varied forms.
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研究結果 研究結果 22 :多樣化的!:多樣化的!
品德教育產生眾多不同的形式。品德教育產生眾多不同的形式。
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Types of Effective Character Education
• Whole school reform • Classroom lesson-based• Target behavior-based• Modular• Single strategy
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有效品德教育的種類有效品德教育的種類
整體學校改革整體學校改革班級課程為本位班級課程為本位行為本位的目標行為本位的目標組合式的組合式的單一策略單一策略
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Finding 3: It affects much!
The array of outcomes is quite disparate. Effective
character education affects varied aspects of the head,
heart and hand.
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研究結果 研究結果 33 ::方案發揮廣大影響力
影響結果往往各有不同影響結果往往各有不同有效品德教育分別有效品德教育分別
影響腦、心和手等不同面向。 影響腦、心和手等不同面向。
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Most commonly found outcomes• Socio-moral cognition (82 out of 111)
• Pro-social behaviors and attitudes (71/167)• Problem-solving skills (54/84)• Violence/aggression (51/104)• Drug use (51/104) • School behavior (40/88)• Risk knowledge/attitudes (35/73)• Emotional competency (32/50)• Academic achievement (31/52)• Attachment to school (19/33)• General Misbehavior (19/49)• Personal morality (16/33)• Character knowledge (13/15)
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常見顯著影響的面向• 社會道德認知 社會道德認知 (82/111—111(82/111—111 個相個相統計測試 ,8282 個個
有效有效 ))• 利社會行為與態度利社會行為與態度 (71/167)(71/167)• 問題解決的技巧問題解決的技巧 (54/84)(54/84)• 暴力暴力 // 侵犯行為侵犯行為 (51/104)(51/104)• 毒品使用毒品使用 (51/104) (51/104) • 學校行為學校行為 (40/88)(40/88)• 冒險行為的知識冒險行為的知識 // 態度態度 (35/73)(35/73)• 情感的能力情感的能力 (32/50)(32/50)• 學業成就學業成就 (31/52)(31/52)• 對學校的依附情感對學校的依附情感 (19/33)(19/33)• 一般偏差行為一般偏差行為 (19/49)(19/49)• 個人道德個人道德 (16/33)(16/33)• 品德知識品德知識 (13/15)(13/15)
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Outcome Hit Rate Leaders• Sexual behavior (91%: 10 significant out of 11)• Character knowledge (87%: 13/15)• Socio-moral cognition (74%: 82/111)• Problem-solving skills (64%: 54/84)• Emotional competency (63%: 31/49) • Relationships (62%: 8/13)• Attachment to school (61%: 19/32) • Academic achievement (59%: 31/52)• Communicative competency (50%: 6/12)• Attitudes toward teachers (50%: 2/4)• Violence/aggression (48: 50/104)• Drug use (48: 51/104)• Personal morality (48%: 16/33)• Knowledge/Attitudes re: risk (47%: 35/73)• School behavior (45%: 40/88)• Pro-social behavior and attitudes (43%: 71/167)
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顯著影響面向由高至低排序• 性行為性行為 (91%: (91%: 11項統計測試中有 10個達顯著效果 ))• 品德知識品德知識 (87%: 13/15)(87%: 13/15)• 社會道德認知社會道德認知 (74%: 82/111)(74%: 82/111)• 問題解決能力問題解決能力 (64%: 54/84)(64%: 54/84)• 情緒上的能力情緒上的能力 (63%: 31/49) (63%: 31/49) • 人際關係人際關係 (62%: 8/13)(62%: 8/13)• 與學校的依附與學校的依附 (61%: 19/32)(61%: 19/32)• 學業成就學業成就 (59%: 31/52)(59%: 31/52)• 溝通的能力溝通的能力 (50%: 6/12)(50%: 6/12)• 對老師的態度對老師的態度 (50%: 2/4)(50%: 2/4)• 暴力暴力 // 侵犯行為侵犯行為 (48: 50/104)(48: 50/104)• 毒品使用毒品使用 (48: 51/104)(48: 51/104)• 個人道德個人道德 (48%: 16/33)(48%: 16/33)• 冒險行為的知識冒險行為的知識 // 態度態度 (47%: 35/73)(47%: 35/73)• 學校行為學校行為 (45%: 40/88)(45%: 40/88)• 利社會行為和態度利社會行為和態度 (43%: 71/167)(43%: 71/167)
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Finding 4: It lasts!
There is evidence of delayed and long term effects of
elementary school character education, through middle
school and/or high school and even into early adulthood
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研究結果 研究結果 44 ::方案有持續影響力!
有證據顯示小學階段所受的 品德有證據顯示小學階段所受的 品德教育教育 ,, 經過中等教育或高等教育,經過中等教育或高等教育,甚至在成年早期甚至在成年早期 ,, 都仍能有其延緩都仍能有其延緩
或持續的成效或持續的成效
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Finding 5: Doing it well makes a difference!
Implementing character education with fidelity (fully and accurately) increases
effectiveness.
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研究結果 研究結果 55 ::做得好就會產生差異!
精準地去實行品德教育精準地去實行品德教育(( 完全地、真實地完全地、真實地 )) 就能增加效果。就能增加效果。
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Finding 6: Common implementation strategies
Effective character education programs shared many
implementation strategies
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研究結果 研究結果 66 :一般實行策略:一般實行策略
有效的品德教育計畫有效的品德教育計畫 擁有若干共通的實行策略 擁有若干共通的實行策略
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Most Common Content Elements of Effective C.E.
Programs• Social skills and awareness• Personal Improvement/Self-management &
awareness• Problem-solving/Decision-making• Character/Ethics/Values• Integration into core curriculum
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有效品德教育方案中普遍包含的內涵
• 社會技巧和體認• 個人的增長 / 自我管理和體認• 問題解決 / 做決定• 品德 / 倫理 / 價值• 整合於核心課程中
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Most Common Process Elements of Effective C.E.
Programs• Professional development• Interactive teaching/learning strategies
– Peer discussions– Role playing/Perspective-taking– Cooperative learning
• Direct teaching• Family/community participation
– Parent training– Active family or community involvement– Informing families or community
• Modeling/mentoring– Adult role models– Role models in literature
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有效品德教育方案中普遍包含的歷程
• 專業發展• 互動教學 / 學習策略 -同儕討論 -角色扮演 / 觀點取替 -合作學習• 直接教學• 家庭 / 社區的參與 -家長訓練 -積極的家庭 / 社區涉入 -提供家庭或社區訊息與知能• 模仿 / 良師益友 -成人角色的榜樣 -文學作品中的角色榜樣
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Other Process Elements• Classroom or behavior management
– Reward and/or recognition systems– Developmental discipline/positive classroom
management– Monitoring systems
• School-wide strategies– Leadership– School-wide programs
• Service– Community service– Service learning
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其他歷程要素
• 教室或行為管理 -獎賞及 / 或表彰系統 -發展性的紀律 / 正向的教室管理 -監督提醒作用的系統 • 廣泛應用於學校的策略 -領導資質 -廣泛應用於學校的課程• 服務 -社區服務 -服務學習
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Common Denominator Strategies
• Peer interaction• Skill training• Professional development• Parental involvement• Academic activities• Multi-component approach
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一般共同策略一般共同策略
•同儕互動同儕互動•技能訓練技能訓練•專業發展專業發展•家長涉入家長涉入•學術活動學術活動•多元要素取向多元要素取向
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Peer interaction• Peer classroom discussion • Moral dilemma discussion• Role-playing/perspective-taking• Peer mediation• Cooperative learning• Cross-grade initiatives• Student government• Shared reading
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同儕互動
• 同儕在教室中的討論• 道德兩難討論• 角色扮演 / 採取觀點• 同儕調解• 合作學習• 跨年級的提倡• 學生政府• 分享閱讀
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Skills Training
• Interpersonal skills– Conflict resolution– Communication
skills– Active listening– Relationship skills– Assertiveness
training– Social awareness
• Intrapersonal skills– Problem-solving– Decision-making– Anger management– Relaxation
techniques– Self-awareness– Emotional
awareness
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技巧訓練
• 人際間的技巧 -衝突的解決 -溝通的技巧 -積極的聆聽 -關係技巧 -自信的訓練 -社會察覺
• 人際間的技巧 -問題解決 -做決定 -情緒的處理 -放鬆的技術 -情感的知覺
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Professional Development
• Study groups• In-service training• Support for external training
(substitute teachers, fees, release time)
• Graduate education support• Professional learning community
development
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專業發展
• 組成研究團隊• 在職訓練• 至外部培訓並得到支援
( 代課老師 / 學費 / 時間等支援 )• 支援進修研究所課程• 專業學習社群的發展
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When teachers talk to teachers about teaching, good
things happen to kids
Gus Jacobs
Director, KC Regional Basic
Schools Center
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當老師之間談論的是教學時,好的事物就會降臨到孩子身上
Gus JacobsDirector, KC Regional BasicSchools Center
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We need to feed the teachers so they don’t eat
the children.Anonymous
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我們必須”餵飽”老師,以使他們不會”吃掉”孩子的自主
性
匿名
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Parental Involvement
• Parents as consumers– Parent training– Continuing education
• Parents as partners– School to home curricula– Parents as collaborators– Parents as character educators– Parents as funders– Parents as educational resources
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家長的涉入
• 家長如同消費者 -家長訓練 -繼續教育• 家長如同夥伴 -從學校至家庭課程 -家長如同共同研究者 -家長如同品德教育者 -家長如同資金來源者 -家長如同教育的資源
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Academic Activities• Worksheets• Homework• Integration in core content
– Literature– Social studies
• Integration in special subject areas– Art, Music– Physical education
• Cross-disciplinary integration– Vocabulary– Writing/journaling
• Educational processes– Cooperative learning– Service learning
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學術活動• 學生的活頁練習題• 家庭作業• 核心內容的整合 -文學 -社會課程• 特殊學科領域的整合 -美術 , 音樂 -體育課 • 跨學科的整合 -字彙 -文學作品 /期刊• 教育的過程 -合作學習 -服務學習
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Multi-component Approach
• Diverse set of implementation strategies
• Compilation of molecular programs• Most effective programs averaged
10.4 strategies
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多元成分取向
•多種多樣的執行策略•各個子計畫的組合•最有效的計畫平均有 10.4 個策略
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Turbo-charging• Use a tested and effective approach• Train the implementers• Enlist leadership support• Assess and feed data back to implementers• Pay attention to school culture, including
staff culture• Build student bonding to school• Think long-term and sustain the initiative• Bundle programs• Actively include parents and community
representatives
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發動任務
• 使用一種試驗過且有效的方式• 訓練執行者• 謀取領導者支持 • 評估並提供數據回饋給執行者• 留意學校文化 ,包括全體教職員的文化• 建立學生對學校的團聚力 • 思考遠程及持久的主張• 整合各類計畫• 主動地使家長和社區的代表加入
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The Options for Choosing Values
• None versus some• How many?• Domestic or imported?• Timetable for introduction
– Word of the month/week– Word for each grade– Word per year– Words for the school/district
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價值抉擇的考量
• “沒有” 還是”一些”• 有多少?• 既有的或外來的?• 介紹的時間表 -一個月 /一周簡短的語詞 -對每個年級簡短的語詞 -每年的語詞 -對學校及地區的語詞
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The Core Values
• Respect (for self, others, living creatures, the world in which we live)
• Responsibility (self- and social)• Caring (for self and others)
– Lickona (1991) highlights respect and responsibility
– Vincent (1999) highlights all three– Josephson (1992) adds fairness,
trustworthiness and civic virtue
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核心價值
• 尊重 ( 對自己 , 別人 ,生物 ,我們生存的地球 )• 責任 ( 對自我和社會 )• 關懷 ( 對自己和他人 )
Lickona (1991) highlights respect and responsibility– Vincent (1999) highlights all three– Josephson (1992) adds fairness,
trustworthiness and civic virtue
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Teaching for Character
• Empowerment• Caring for kids• Caring about kids• Developmental
discipline• Productive conflict
resolution
• Infusion into the curriculum
• Promoting reflection• Fostering social and
emotional competency
• Promoting peer interaction
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品德的教導品德的教導
• 增權賦能增權賦能• 為孩子設想為孩子設想• 關心孩子關心孩子• 發展性的紀律發展性的紀律• 有成效的衝突解決有成效的衝突解決
• 融入課程融入課程• 促進反省促進反省• 培育社會和情感方培育社會和情感方面的能力面的能力
• 促進同儕互動促進同儕互動
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Summary of Predictors of School Bonding
• Positive classroom management practices• Good student health status• Non-harsh, tolerant disciplinary policies• Participation in extracurricular activities• Smaller schools• Non-cigarette smoking students• Less rule-setting• High expectations• Less negative feedback to students• Democratic classroom communication• Adult modeling of academic motivation
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學校團聚力的概略指標• 正向教室經營的實踐正向教室經營的實踐• 學生良好健康狀態學生良好健康狀態• 沒有嚴厲與忍耐的紀律章程沒有嚴厲與忍耐的紀律章程• 參與更多課外活動參與更多課外活動• 較小型學校較小型學校• 沒有吸菸的學生沒有吸菸的學生• 較少的規範設立較少的規範設立• 高期望高期望• 給學生負面回饋較少給學生負面回饋較少• 教室中民主溝通教室中民主溝通• 成人為模範促進學業動機成人為模範促進學業動機
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Summary of Results of School Bonding
• Reduced risk behavior• Increased pro-social behavior• Increased academic achievement• Increased academic self-efficacy,
motivation, expectations, and aspirations• Increased self-regulation• More mature moral reasoning• Increased pro-social attitudes and norms
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學校團聚力所產生概略結果學校團聚力所產生概略結果 • 降低冒險行為降低冒險行為• 增加利社會行為增加利社會行為• 增加學業成就增加學業成就• 增加學術自我效能、動機、期待和靈感增加學術自我效能、動機、期待和靈感• 增加自我管理的能力 增加自我管理的能力 • 更成熟的道德推理更成熟的道德推理• 增加利社會行為和規範增加利社會行為和規範
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Varieties of Class Meetings
• Norm setting• Planning and decision-making• Check-ins• Problem-noticing and problem-
solving• Retrospective reflections• Curriculum, current events, etc.
discussions
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多樣化的班級會議
•規範設立•計畫和做決定 •全班報到 • 發現問題和解決問題•回顧式的反省• 課程 ,時事等的討論
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How to use teams for character education
• Build community at the team level• Team staff should have weekly
meetings to monitor and program for character education
• Team governance should be shared with students
• Curricula should be coordinated• Weekly team meetings are essential• A team judiciary may be helpful• Team level service projects
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如何運用團隊促進品德教育
• 在小組層級中建立社群• 小組團員應一週開一次會以監控並制訂品德教
育計劃 • 小組的管理權應由學生們共享 • 課程應該與品德教育計畫配合 • 一週一次的小組會議是必須的• 小組中設有監督機制會有幫助 • 小組層級的服務方案
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A middle school example:Using Advisory Groups
• Small family like groups promote bonding
• Keep group intact (including adult leader) as long as possible (looping)
• Multi-age the groups• Use explicit character education
content and methods (e.g., class meetings, service projects)
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一個中等學校的例子 :使用諮詢團隊
• 如小家庭一般的團體可促進團聚力 •儘可能保持團隊成員 ( 包括成人領導人 )
不做更動 • 團隊中混齡成員• 使用詳盡的品德教育內涵和方法 ( 例如 :班會 ,服務計畫 )
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Other Middle School Character Education Elements• Build whole school community and identity
(close the grade gap!)• Integrate character into the curriculum and
build from grade to grade (study morality)• Service, service learning, and social justice• Mentor elementary school students• Self-reflection (journaling)• Heroes• Guided peer moral discussion
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其他中等學校品德教育的要素
• 建立整體學校社群和認同感( 且不會產生年級間的差距 )
• 將品德教育結合在課程中並從年級和年級中去營造 ( 學習道德 )
• 服務 ,服務學習和社會正義• 中學生指導小學生• 自我反省 ( 日誌 )• 介紹英雄事蹟 • 引導同儕進行道德討論
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Service learning
• Don’t forget the learning part• Good research on positive
outcomes• Can be integrated easily with the
curriculum
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服務學習
•別忘了學習的部份• 好的研究著重正向結果• 能夠輕易地融入課程
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Heroes
• Can include famous heroes, mythical heroes, local heroes, self as hero, etc.
• Raoul Wallenberg Project has great curriculum materials (212-350-4875) or [email protected]
• Giraffe Project (www.giraffe.org) also has excellent materials, including a high school curriculum: It’s Up To Us by John Graham
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英雄事蹟
• 可以包括有名的英雄 , 神話的英雄 , 地方性的英雄 , 甚至自我為英雄等
• Raoul Wallenberg 方案有不錯的課程教材curriculum materials (212-350-4875) or [email protected]
• Giraffe 方案也有經典的內涵 ,包括高級中學的課程 : 由我們決定 ,作者 John Graham
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Experiential Learning
• Requires preparation, experience, and reflection
• Integrate with curriculum• Repeated trials with feedback often helps• Good for building cooperation, self-
understanding, courage, respect for diversity
• Can be done in the classroom, in the gym, on the playground, in community settings, or at retreats
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經驗學習
•需要準備 , 經驗和反省• 整合在課程中•重複回饋的嘗試是有幫助的 • 有助於建立合作 ,自我了解 , 鼓勵及尊重差異
•可以在教室 ,體育館 , 操場 ,社區或靜修之際實行
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Participation in Governance
• Must be authentic• Provides experiences in leadership
and followership as well as opportunities for role-taking
• Promotes a sense of belonging and community
• Enhances sense of ownership of the organization
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參與治理
• 必須是真實可靠的 • 提供領導人和被領導人角色扮演的經驗•促進團體成員間歸屬與社群感• 提高對於組織所有權的意識
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The role of curriculum
• Reinforces the school’s character mission
• Promotes reflection and understanding• Is a vehicle for respectful discussion of
moral issues• Is a rich source of character material• Gets all instructional staff involved• Makes the hidden curriculum explicit
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課程所扮演的角色
•強化學校的品德任務•促進反省和理解• 成為對道德議題可互相尊重討論的媒介• 是品德題材的豐富資源•讓所有教學的教職員都參與其中• 使潛在課程能浮現並清楚明確
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How to use curriculum
• Be sure it matches the character mission• Look for content in current curriculum• Build lessons around the character issues
in the curriculum (e.g., projects, writing)• Adopt specifically character-focused
curricula• Allow students to identify character issues
of relevance to course content• Be interdisciplinary
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如何運用課程
•確定它是符合品德的任務• 在現有課程中尋求相關內涵• 課程中設立有關品德議題若干單元 ( 例
如 : 研究方案 ,文學作品 )• 明確採用以品德為焦點的課程•讓學生去鑑別有關課程內容相關的品德議題
•各學科間的連貫或跨學科性
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Motivating Parental Participation
• Get parents to understand involvement in school is part of their parental role
• Get parents to feel competent to contribute to school
• Get parents to feel welcomed by the school
• Get parents to feel welcomed by their child
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引發家長參與動機
• 使家長瞭解參與學校活動也是他們要扮演的角色
• 使家長感到其有能力對學校事務出力• 使家長感到是被學校歡迎的• 使家長感到是被其孩子歡迎的
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General Community Recommendations
• Support from Superintendents of schools
• Support from School Boards• Support from community service
organizations• Partner with community youth groups• Involve faith communities
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對學區的一般建議
•來自於督學的支持•來自於學校董事會的支持•來自於社區服務組織的支持• 同社區青年團體合作 • 包括信仰的社群
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Community continued
• Influence community recreation• Endorse and model public civility• Media outlets aid in publicity• Businesses recognize and celebrate
character and invest in schools• Communities support parents in being the
primary influences on character development
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對社區建議(續前)
• 社區遊樂設施的影響• 成為學生認可及模仿公共禮節之所•媒體行銷與宣傳•企業認可並讚許品德且願意投資學校教育
• 整體社區支援家長成為孩子品德教育的最初影響者