7.1 Character education (Thomas Lickona) 品格教育

鳴謝:

Kwok Kwan Yuen Linda
Tse Mei Po


(A) Books 書籍、手冊、書的一章

(B) Periodicals 期刊、雜誌、新聞文章或資料,會議專刊或專題座談會論文

(C ) Government documents 政府出版刊物

(D) Research reports 專門研究報告,學位論文

(E) Teaching kits, lesson plans, game-boards, wall charts and teaching suggestions 教材套、教案或教學建議

(F) Audio-visual materials such as video-tapes, audio-tapes, slides and transparencies視聽媒體資料

(G) Web page resources 電子媒體資料
 
 

 

(A) Books 書籍、手冊、書的一章

中文資料

林祟德(1989)。《品德發展心理學》。上海:上海教育出版社。

本書用辨証唯物主義的觀點,從品德發展心理學角度,有系統地討論品德的定義、產生、發展、特點等主要問題,並注意兒童,少年及青年的品德發展在教育實踐中的意義。

馮克誠、劉以林、張文珍編著(1996)。《品格素質的教育與培養》。北京:華語教學出版社。P.1-36

提出課堂講授是學科教育滲透德育的主要途徑,列出多項方法,教授如何將德育滲透於學科內。P.88-138人格素質培養,作者認為完善自我認識是培養健全人格的重要環節,從而介紹中小學生自我認識的發展及培養。

願志鳴編(1999)。《思想品德課教學理論與實踐》。上海:上海教育出版社。

本書介紹思想品德課的特點,教學要求,教材認識和運用,並列出教案例子及教學評定例子。

Bennett, W. J. 編著(1998)。《美德書:偉大勵志故事的寶藏(吳美真譯)。台北市:圓神出版社有限公司。

這本書蒐集了許多關於美德的精彩故事,藉此幫助孩童理解和欣賞這些特質。

英文資料

Benninga, J. S. (Ed.) (1991) Moral, character and civil education in the elementary school. New York: Teachers College Press.

This book is a recurring theme in American education, and reasonable people disagree over which approach is best suited to achieve the desired goal. This book presents two prevalent methods of instruction: direct and indirect approaches. The volume also presents various curricular programs, that represent each philosophic position and are designed to enhance democratic values in youth. The last chapter synthesizes the various perspectives and programs presented and offers a guide for evaluation of schools that implement moral and character programs.

Lickona, T. (1976). Moral development and behavior theory, research, and social issues. New York: Holt, Rinehart and Winston.

The chapters in this book represent the viewpoints of cognitive – developmental psychology, psychology, psychoanalysis, psychobiology and etc. Morality emerges from this multiplicity of perspectives as one of the major interdisciplinary crossroads. It offers a broad integrative framework for dealing with a wide range of theoretical and empirical concerns in the study of both children development and adult behavior. It is a whole testifies to the centrality of morality in human behavior.

Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York, N.Y.: Bantam.

In this book, Dr. Lickona discusses the educator as role model, mentor, and caregiver. Also, he suggests that the classroom as a moral community, in which civility and compassion are part of the curriculum. Positive patterns of discipline are very important involving home and school. Creating a positive moral culture in school in order to let the students to take moral education seriously. Schools, Parents and Communities should work together.

Myers, R. E. (1999) Character Matters. Glenview, IL : Good Year Books.

In this book, there are more than 40 short scenarios (stories), by means of discussion and investigation, students are to discover and rediscover for themselves some of the precepts that they have been exposed to at home and at school. By thinking about the stories and ideas presented in the book, students can gain insights about what their lives can and should be in the 21 century. Help them to build the fundamentals of their character. 

Noblit, G. W. & Dempsey, V. O. (1996). The social construction of virtue: The moral life of schools. Albany State: University of New York Press.

In this book, the authors suggest that how schools construct moral life. The focus in on two elementary schools, described are the histories of these schools, the communities in which they are located, and some of the people who influenced and were influenced by the schools. From those contexts, the authors make explicit the “virtues” that these communities and schools constructed and valued, and describe how those virtues came to influence lives.

Nucci, L. P. (?). Moral Development and character education. Berkeley, Calif.: MuCutchan Publishing Corporation.

This book emerged out of a conference sponsored by the Association for Moral Education, which brought together in November 1986 the principal researchers and scholars from the developmental and character education schools of thought. This book contains chapters based on the major papers presented at the conference. The volume is divided into two parts. The first part contains chapters by proponents of character education; the second is composed of chapters by developmentalists.

Rusnak, T (Ed.). (1998). An integrated approach to character education. Thousand Oaks, Calif.: Corwin Press.

This book describes how almost 20 years of systematic cross-cultural research on the issue of character acquisition has evolved into successful classroom and school practices. It is hoped that the six principles of the integrated approach can foster academic success and help children to become productive and contributive members of society.

Ryan, K. & Lickona, T. (1992). Character development in schools and beyond. Washington, D.C.: The Council for Research in Values and Philosophy.

There are some essays from different representatives about moral in America. They mention how family, church, school, and people affecting the character development. Some essays will help people along enormously – give people plenty of reasons to stop and consider what people want morally for their children, for themselves. There has been aching void in the literature of moral reflection as it ought to apply to education, and this book addresses that absence boldly and thoughtfully.

Vessels, G. G. (1998). Character and community development: A school planning and teaching training handbook. Westport, Conn.: Praeger.

Identifying “character” as ultimate goal for children will give the new perspective on child development and education in order to truly reform schools and strengthen communities.

Williams, M. & DeRoche, E. (1998). Educating hearts and minds: A comprehensive character education framework. USA: Corwin Press.

In this book, the authors provide a framework for a comprehensive character education program that includes, vision, standards, expectations, criteria, leadership, resources, training, partnerships, and assessment. A unique feature of this book is the standards, which serve as the benchmarks for program development that are so needed in character education programs.

Wynne, E. A. & Ryan, K. (1993) Reclaiming our schools: A handbook on teaching character, academics, and discipline. New York: Macmillan Publishing Company. Chapter 3 P.57-63.

This is a handbook for educators interested in teaching morals. This book explains about character can be taught in schools and classrooms. The book shows readers how to conduct such instruction. It also provides some practical suggestions.

Back to Index

 

(B) Periodicals 期刊、雜誌、新聞文章或資料,會議專刊或專題座談會論文

英文資料

Brooks, B.D. & Kann, M.E. (1993, November). What makes character education programs work? Educational Leadership, pp.19-21.

This paper reports the results of the staff at Limerick School participating in the Jefferson Center-LAUSD pilot project, which promotes the implementation of eleven essential elements of character education.

Leming, J. (1993, November). In search of effective character education. Educational Leadership, pp.63-71.

This paper states that better research and evaluative methods are needed to help develop effective character education programs. At present, the lack of a coherent approach results in the inability to provide a focus to character education and guide curriculum planning.

Lickona, T. (1993, November). The return of character education. Educational Leadership, pp.6-11.

This paper stresses on a re-evaluation of the school’s role in teaching values, as the moral condition of the American society is raising alarm. It argues that school education considerably affects the development of values and character of students.

Wynne, E.A. (Jan/Feb 1995). Transmitting character in schools-some common questions and answers. Clearing House (vol 68,3), pp. 151-155.

This paper is about character formation of pupils. It presents a question-and-answer dialogue on the personality development of students. It also stresses the differences between school activities that stress values and those that stress character. Schools should move in a ‘for character’ direction to enrich pupil character formation.

Back to Index

(C) Government documents 政府出版刊物

 

有待補充

Back to Index

(D) Research reports 專門研究報告,學位論文

 

有待補充

Back to Index

(E) Teaching kits, lesson plans, game-boards, wall charts and teaching suggestions 教材套、教案或教學建議

中文資料

亞卓主題園地作品簡報-以便以謝-九年一貫主題教學網頁設計【線上資料】。http://www.paradise.edu.tw/project90/script/teamwork/team/narration.asp?titleID=30

This web page is provided by a teacher from Taiwan. It is about a 120-minute lesson plan on honesty for P.3 students. Students can learn from playing games, doing art works, singing and holding dialogues.

英文資料

Character Education Materials [Online]. Available: http://www.clre.org/material/Cemat.html.

This web page provides nine units of materials on character education for grades K-8. Each unit includes a focus lesson, and is often centered around literature and demonstrates character. Each unit also includes extension lessons, additional lessons and teaching resources.

Language Arts ‘Honesty’ Lesson Plan [Online]. Available: http://askeric.org/cgi.

This web page is about a lesson plan on honesty for grade 1-2 students. A list of readers is suggested for the virtue of honesty. The activities may be used as a short thematic unit for reading or language arts or social studies.

USOE Character Education Homepage [Online]. Available: http://www/usensd.org/USOE_Pages/Char_ed/lessonplans/secondary.html.

This web page designs five lessons around the life and contributions of Martha Hughes Cannon for secondary students, who will then write their personal reflection journals on qualities they admire in people who are heroes.

Values Program [Online]. Available: http://www.familyvalues.nu/sample1.html.

This web page provides sample lessons for teachers or parents to use to focus on character education by teaching values to their children or students in everyday situation. The readings include biblical examples of virtues and stories based on everyday lives.

 

Back to Index

 

(F) Audio-visual materials 視聽媒體資料

中文資料

Sammons, J. (課程講員)()。克服品格上最大缺失【錄像資料】。():培基學院。http://homeschool.fhl.net/resource/htm

Sammons, J. (課程講員)()。一項被遺忘的原則【錄像資料】。():培基學院。http://homeschool.fhl.net/resource/htm

These two videos are produced by Taiwan. They teach youngster virtues with Christian flavor. These videos can be used at schools or at homes by parents via family education.

英文資料

Elkind & Sweet (producers). In Search of Character [Online]. Available: http://www.goodcharacter.com/Isoc.html.

This is a video spotlights ten core virtues that help character development of teens. The leading role ‘Dr. Mike’ with his co-host engages in lively but fun discussions with callers from around the country to explore different aspects of character.

Live Wire Media (producers). The Power of Choice [Online]. Available: http://www.livewiremedia.com/poc.html.It is a video to empower teenagers to make good choices and be responsible for their choices. This series of program stars comedian/teen counselor Michael P. exploring the topics of teen values, self-esteem, pressures, drugs and alcohol, drinking, sex, friendship and dating, depression and suicide.

 

Back to Index

(G) Web page resources 電子媒體資料

英文資料

California Department of Education Character Education

http://www.cde.ca.gov/character/

A variety of resources are provided here, including reviews of character education materials, information about model programs and professional development, an annotated bibliography, and links to other character education Web sites.

Character Building Site

http://www.usoe.k12.ut.us/curr/char_ed/chbldr/update.html

This is a collection of stories that can be used to teach values to youth. All of these stories are original anecdotes or brief biographies that can be shared with children at school, in family meetings, in religious classes, at scout meetings, or around the campfire.

Character Education Partnership

http://www.character.org/principles/index.cgi

This web site provides eleven principles which serve as basic criteria that schools and other groups can use to plan a character education effort and to evaluate available character education programs, books, and curriculum.

Character Education Resources

http://www.goodcharacter.com/

This is a very powerful and helpful web site for teaching. It contains a variety of classroom resources, such as discussion questions, writing assignments, and learning activities that were designed to support the ‘In Search of Character’ video series.

Character Education

http://www.kamalii.k12.hi.us/Character/character_education.htm

It is about one school's character education program. Each month they focused on one of the 7 values: courage, loyalty, justice, respect, hope, honesty, and love.

Good Manners are Fun!

http://henson.austin.apple.com/edres/ellesson/elem-goodmanners.shtml

A classroom atmosphere is created in which students become excited about using their best manners. They practice good manners and use technology as a tool for their manners unit.

Helen’s Character Education Internet Resources

http://www.angelfire.com/ga/hatkins/0CharEd.html

Role Models on the Web

http://www.rolemodel.net/

This web site showcases outstanding role models to help youths and young adults to pattern their lives. These role models are unfamiliar to Hong Kong teenagers, as they include Christopher Reeve, Tiger Woods and Steven Spielberg. It highlights the section ‘Role model of the month’.

SEE Professional Development

http://www.ethicsed.org/approach.htm

The comprehensive approach to character education.

State University of New York College at Cortland

http://www.cortland.edu/www/c4n5rs/

Center for the Fourth R (Respect) and Fifth R (Responsibility).

Strategies for Empowering Students

http://www.urbanext.uiuc.edu/ce/strat-index.html

This is a great web site about character education as it includes lots of activities which challenge students’ minds, empower their senses of well-being, and rekindle their hearts with a commitment to values and beliefs essential to becoming and being whole individuals. The activities are divided into primary, intermediate, and upper-grade levels, each with appropriate developmental strategies.

Studies in Moral Development and Education

http://www.uic.edu/~lnucci/MoralEd/aotm/article10.html

A critical look at character education by Alfie Kohn.

The Association for Supervision and Curriculum Development

http://www.ascd.org/readingroom/edlead/9311/lickona.html

It talks about early character education, why character education declined, explains the new character education and how to develop character.

The Book of Virtues

http://www.pbs.org/adventures/Storytime/menu.htm

Read stories that highlight various virtues, such as honesty, compassion, self-discipline and more. This site is connected to the PBS program Adventures from the Book of Virtues.

Thomas Lickona Info

http://www.smsu.edu/contrib/greenwd/pages/lickona/home.html

A list of Dr. Lickona’s handout related to character education.

Back to Index

Back to Topic List