國家教育研究院

　　本研究的目的在建構一套用以評量國民小學學生品德行為表現的指標，並實際於國民小學中評量學童的品德行為表現。本研究首先訪談六位學者專家與國小校長、教師，以初步建構品德行為的內涵與概念，隨後再進行文獻探討，從相關理論與研究中，深入分析國民小學學童品德行為的內涵，並從上述歷程中建構出包含「知、情、意、行」四領域26 向度78個指標之國民小學學童品德行為評量指標初稿。接著由13位學者專家組成德懷術諮詢小組，進行三次之修正型德懷術調查，最後在諮詢小組修改並獲得共識後，由「知、情、意、行」四領域中的25向度67個指標，組合成「國民小學學童品德行為評量指標」。指標建構完成後，本研究以立意取樣的方式從台中市抽取287位國民小學導師，請其針對班上某一學童（本研究以隨機的方式在指標量表中指定某一座號）之品德行為表現進行評量，以分析國民小學學童品德行為表現的現況，並從所獲取之學生背景變項中，分析不同背景變項的學童在品德行為表現上的差異。結果顯示：國民小學學童的品德行為不論在整體上，或是「知、情、意、行」四領域上，均符合本研究所建構指標的內容，顯示目前國民小學學童的品德行為表現頗佳；此外，在各背景變項的差異比較上顯示，女童的品德行為表現顯著優於男童；學童父親與母親的學歷不同，學童的品德行為表現也跟著不同；學童父親與母親的職業、家庭結構的不同，學童的品德行為表現不受其影響。藉由本研究所建構的國民小學學童品德行為評量指標，提供了教育工作者一套有效的國民小學學童品德行為表現的評量工具，並藉由本研究實際的國民小學學童品德行為表現調查，有助於教育工作者更了解國民小學學童的品德行為表現現況，並從各背景變項的品德行為表現差異中，發現相關問題，進一步提出可行的因應之道，以提升國民小學學童的品德行為表現。

　　The purposes of study are to construct a set of indicators for evaluating moral behaviors for elementary school children and to assess their performance in moral behaviors. The study began with the interviews with six experts, principals and teachers of elementary schools to initially construct implications and concepts of moral behaviors, and then literature on theories and research regarding moral behaviors was reviewed to analyze deeply the contents of moral behaviors for school children.

　　As a result, four “intellectual, emotional, intentional, and behavioral” categories with 26 dimensions and 78 indicators were prepared and revised three times through Delphi techniques by a group of 13 consultative members. Finally, the group reached their consensus and the four categories were constructed as “Indicators of Moral Behavior Scales for School Children” with 25 dimensions and 67 indicators. Upon the completion of indicator construction, 287 homeroom teachers were selected purposefully from elementary schools in Taichung City to choose one of the students randomly from each of their classes and to assess the students’ performance in moral behaviors. The data collected were analyzed the differences in moral behaviors among the background variables.

　　The results indicate that the moral behaviors for school children are all in accordance with the contents of moral behavior construction regardless of overall, or “intellectual, emotional, intentional, and behavioral” categories. This shows school children perform well in moral behaviors at present. In addition, different background variables suggest that girl students perform better than boy students in moral behaviors; children whose parents graduated from higher education levels perform better in moral behaviors than those whose parents graduated from lower education levels; but children’s moral behaviors are not influenced by their parents’ occupation and family member construction. The indicators of moral behavior scales provide an effective instrument to assess children’s moral performance for educators and are helpful for better understanding of children’s moral behaviors. Furthermore, some related problems can be found and thus some practical ways can be used to promote school children’s moral behaviors.