以數位說故事教學法融入新加坡小學道德教育課之課程設計、發展與評鑑

Abstract

本研究目的在於透過數位說故事的方式引導學生運用簡單的科技，培養學生的道德認知、情感和行爲，並同時掌握21世紀所需的技能與能力。本研究以新加坡某一小學五年級學生為對象，發展一套以「尊重」為道德核心價值的數位說故事之道德教育課程，並以形成性評鑑評估新課程之可行性與成效。

本研究文獻探討的部分探討道德相關理論與教學策略，以及科技在教育方面的使用方式，以作爲發展新課程之依據。本研究依照Smith 和Ragan（2005）之「分析」、「擬定教學策略」、「評鑑及修正」之系統化教學設計架構進行課程設計。在分析階段，透過資料分析、訪談教師之方式了解教學目標、學習者、教材需要與内容，及教學環境。分析結果發現現有的道德教學策略欠缺了資訊科技融入的元素與以學習者為中心的教學方式，由此可見本研究課程的需求性，同時也凸顯了新課程的特點。本研究以Lambert（2010）的數位說故事步驟，以及Lickona（1991，1993，2001）的道德教育架構，設計以數位說故事之道德教學課程，並規劃四個課程單元。本研究所設計與發展出的課程配套包括教案、教學素材、圖文簡報和評估表等。

在課程評鑑的部分，本研究藉由自我檢核、專家評鑑、一對一之學習者檢核和實地試教的方式評估課程之可行性與成效。根據自我檢核的結果，本課程修正並補充了現有道德教學的缺點與不足之處。專家認爲課程具有適當的内容性、一致性、設計性和可行性。參與一對一評鑑的學生認爲本課程的活動具有挑戰性、有趣，對學習有所幫助。

本研究以形成性評估進行課程評鑑與修改後，選取了二十位五年級小學生，進行近兩個月實地試教。實地試教結果顯示，學習者能夠理解尊重的涵義、能以不同角度理解道德情境，做出正確的價值判斷、自我反省，達成了課程所設的道德認知和情感的教學目標。在道德行爲方面，學習者在各自的合作小組裡，展現了良好品德的行爲，實踐了道德行爲目標。學習者課後滿意度問卷和訪談顯示所提供的合作學習活動時間不夠充裕，但學生對於整體學習過程表示滿意。學習者反映本課程可促進其道德發展，也提升其資訊科技能力、社交能力和思維能力。

最後，綜合以上結果，研究者提出研究限制及未來教學與研究建議，供教師與研究者參考。

The purposes of this study include the design and development of a digital storytelling (DST) integrated Civics and Moral Education (CME) curriculum unit, anchoring on the core value of respect, for primary 5 students in Singapore; and the formative evaluation of the new curriculum to test its feasibility and effectiveness. Through DST, the study intends to put the simple and affordable technologies in the students’ hands to facilitate them in their moral development and concurrently equip them with the essential skills of the digital era.

The researcher first presented an overview of the established morality theories and the approaches to moral education, and then reviewed the use of technology, particularly DST, in the education field. Smith and Ragan’s (2005) Analysis-Strategy-Evaluation instructional design model was adopted. The analysis phase involved the analysis of instructional goal, learner characteristics learning content and environment, via document analysis and interviews. The lack of the information and communication technology (ICT) and student-oriented CME instructional approaches justified the needs and highlighted the niche of the new curriculum. In the strategy phase, with Lambert’s (2010) DST steps and Lickona’s (1991, 1993, 2001) moral life framework, the instructional package was designed and developed, in which included lessons plans, presentation slides, samples and assessment forms.

The new curriculum was formatively evaluated via design reviews, expert reviews, one-to-one evaluation and field trial. The design reviews showed that most of the identified inadequacies had been rectified, and the experts revealed that the curriculum had met the design standards of congruency, relevance, accuracy and feasibility. The students involved in the one-to-one review found the activities challenging yet interesting and beneficial.

The revised curriculum was administered as a field test, to a class of twenty primary 5 students. From the student participants’ work, it was found that the learners were able to grasp the meaning of the value, take perspectives to make sound moral decisions, and seek self-improvement, achieving the moral cognitive and affective objectives. For the moral behaviour performance aspect, they consistently showed respectful behaviours to their group-mates. The post-curriculum feedback revealed that the amount of time for activities seemed insufficient, but the student participants found the overall learning experience enjoyable and effective in advancing their moral development and enhancing their ICT, social and critical thinking skills.

Finally, according to the research results, the researcher identified the research limitations and provided recommendations for future researchers and educators to further explore the use of digital storytelling in moral education.