1、1,透過(guò)學(xué)習(xí)領(lǐng)域推行德育及公民教育,2,算術(shù)裏的人生,3,小學(xué)某年級(jí)(60、70年代),老師問(wèn)，已知何陽(yáng)公社有五條村，每條村都養(yǎng)了三頭豬，問(wèn)向陽(yáng)公社共有幾頭豬？（沒(méi)多久，學(xué)農(nóng)的風(fēng)潮過(guò)了） 老師又問(wèn)，一個(gè)零件車(chē)間每天生產(chǎn)100個(gè)軸承，問(wèn)一年生產(chǎn)多少個(gè)？,4,小學(xué)某年級(jí)(對(duì)越反擊戰(zhàn)那年),老師問(wèn)，如果每個(gè)同學(xué)捐兩個(gè)雞蛋給前線(xiàn)戰(zhàn)士，問(wèn)全校560個(gè)同學(xué)可以捐多少個(gè)雞蛋？ 後來(lái)學(xué)校真的組織我們損獻(xiàn)了一次雞蛋。 班上同學(xué)送雞蛋時(shí)不少心打破其中一只，這事觸發(fā)老師的靈感，從此，我們經(jīng)常計(jì)算破蛋的數(shù)量。,5,小學(xué)某年級(jí)(80、90年代),老師問(wèn)，有三家商店都在賣(mài)可樂(lè)。 第一家買(mǎi)一大瓶送一小樽 第二家一律九折 第

2、三家買(mǎi)30元打八折 現(xiàn)在大瓶賣(mài)10元，小樽5元，如要買(mǎi)5大瓶2小樽可樂(lè)，哪一家較便宜？,6,小學(xué)某年級(jí)(80、90年代),如果你要開(kāi)第四家商店，你會(huì)採(cǎi)取甚麼的銷(xiāo)售策略？,7,故事裡主人翁的價(jià)值觀,故事裡的描述情節(jié)往住充滿(mǎn)人生裡的不同生活經(jīng)歷，我們可以問(wèn)學(xué)生,8,故事裡主人翁的價(jià)值觀,你覺(jué)得小強(qiáng)這樣做對(duì)不對(duì)？為甚麼？ 你覺(jué)得小明這樣對(duì)母親說(shuō)話(huà)的態(tài)度如何？ 如果你身處其中，你會(huì)怎樣做？ 你可否說(shuō)出阿樂(lè)為何對(duì)小芬的行為作出那樣激烈的反應(yīng)？,9,除了從文字運(yùn)用、文學(xué)欣賞的角度來(lái)處理這故事之外，還可即採(cǎi)用價(jià)值觀的世界來(lái)看這故事。,10,Values Project Learning Resource f

3、rom St. Mary Redcliffe and Temple School,11,Values Project Learning Resource from St. Mary Redcliffe and Temple School,The project illustrates how the implementation of aspects of citizenship education and the spiritual, moral, social and cultural development of pupils can be done through the curric

4、ulum. It has been developed by teachers within regular school time. A research was conducted to show how values interventions lessons actually stimulate learning, through critical thinking and emotional literacy.,12,Values Project Learning Resource from St. Mary Redcliffe and Temple School,The ident

5、ified values Valuing ourselvesValuing others JusticeTruthStewardship TrustworthinessForgiveness Fulfilling our potentialFaith in Christ,13,Values Project Learning Resource from St. Mary Redcliffe and Temple School,Some findings: Encouraged pupil responsiveness to social issues and community service

6、Encouraged critical thinking because it stimulated pupils to make judgments that required abstraction, reflection and speculation Required teachers to set their lessons and their subjects in the context of greater understanding of how the world operates,14,Values Project Learning Resource from St. M

7、ary Redcliffe and Temple School,Some comments from participating teachers: “I was surprised to find that my teaching schedule did not slip significantly behind when compared to another class being taught the same work but without values interventions.” “It encouraged a breadth of exploration of issu

8、es well beyond that usually found in these lessons.”,15,Values Project Learning Resource from St. Mary Redcliffe and Temple School,How to set about planning values teaching into your lessons Awareness of your own schools values(the 5 priority values) Scheme of work Using imagination(identify which t

9、opics) Strategies for inclusion (content/process/application),16,參考書(shū)目及網(wǎng)址： a.Edwards J. (1996). “Planning for Values Education in the School Curriculum”. In J.M. Halstead and M.J. Taylor, (ed) Values in Education and Education in Values. London: Falmer Press.,17,b. Taylor, M.J. (2000). “The Development of Values through the School Curriculum”. (International conference on Values Education and Citizenship Education in the New Century) c. 廉政公署(1.1996) 價(jià)值教育課程與評(píng)鑑拓思 d.香港教育署公民教育常務(wù)委員會(huì) 學(xué)校公民教育資訊(第1至7期),18, (St. Mary Redcliffe and Temple School ) (Teaching values through a problem solv