國小兒童課後照顧班實施尊重活動成效之探究

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題名:	國小兒童課後照顧班實施尊重活動成效之探究
其他題名:	Effect of Respect-Building Activities in Elementary After-School Care Programs
作者:	李宜芳
貢獻者:	林永盛
關鍵詞:	尊重教育;課後照顧班;品格教育;單一受試設計;個案研究;respect education;after-school care program;character education;single-subject design;case study
日期:	2025
上傳時間:	2025-09-02T08:03:27Z
出版者:	德育學校財團法人德育護理健康學院;幼兒保育系碩士班
摘要:	本研究旨在探討國小課後照顧班實施尊重活動對學生尊重活動表現之影響，採用單一受試實驗設計中的 A-B-A 撤回設計，針對三位尊重活動表現相對薄弱、且具不同學習與成長挑戰之學生，分析其在基線期、介入期與撤回期的行為變化。研究活動結合繪本教學、電影欣賞及「尊重之樹」情境引導，透過系統性介入，培養學生對「尊重」之理解與實踐能力，並促進其於日常互動中展現正向行為。資料蒐集融合量化觀察與質性訪談，涵蓋學生、家長與教師觀點，以強化資料解釋之信度與廣度。研究結果顯示，尊重活動對學生行為表現具有正面影響。B生於介入期明顯進步，特別在耐心傾聽、禮貌語言運用與抑制插話行為方面呈現顯著改變；A生與C生則於情緒管理與人際互動方面展現穩定發展。質性資料分析進一步指出，學生於活動歷程中增進對尊重概念的認知，亦能反思自身行為、強化合作態度，教師與家長亦觀察到其行為表現之積極轉變。本研究驗證課後照顧班具備推動品格教育之潛力，特別在情境真實且適齡的教學設計下，更能促進學生價值觀內化與行為實踐。研究建議未來課程設計應強化尊重教育內涵，落實親師合作機制，並依據學生特質與行為表現採取差異化介入策略。雖本研究受限於樣本數與介入時間，然其研究成果對課後教育實務應用與品格教育政策推動，仍具參考與啟發價值。 This study aimed to explore the impact of implementing respect behavior activities in an after-school care program on elementary school students’ respect behavior performance. A single-subject A-B-A withdrawal design was adopted, targeting three students who demonstrated relatively weak respect behaviors and exhibited various learning and developmental challenges. The intervention included picture book instruction, film appreciation, and a “Tree of Respect” scenario-based activity, aiming to cultivate students’ understanding and practice of respect, and promote the expression of positive behavior in daily interactions. Data were collected through both quantitative observation and qualitative interviews, incorporating perspectives from students, parents, and teachers to enhance the credibility and comprehensiveness of the data interpretation. The results showed that the respect behavior activities had a positive impact on students’ behavioral performance. Student B demonstrated significant improvement during the intervention phase, especially in areas such as active listening, polite language use, and reduced interruptions. Students A and C showed steady progress in emotional regulation and interpersonal interactions. Qualitative data further revealed that students gained a deeper understanding of respect, engaged in behavior reflection, and exhibited increased cooperation. Observations from teachers and parents also confirmed positive behavioral changes. This study confirms the potential of after-school care programs in promoting character education. When guided by developmentally appropriate and contextually relevant instructional design, such programs can facilitate the internalization of values and the application of respectful behavior. The study recommends that future curriculum development strengthen the core concepts of respect education, implement home-school collaboration mechanisms, and adopt differentiated intervention strategies based on students’ characteristics and behavioral performance. Although limited by sample size and intervention duration, the study's findings offer valuable implications for the practice of after-school education and the advancement of character education policies.
顯示於類別:	[學位論文] 113學年度

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