Improving the Role of School to Provide Moral Education in P
发布时间：2021-07-20 21:29
本研究旨在描述和分析利益相关者对学校在巴基斯坦提供道德教育中的作用的看法。鉴于人们普遍关注家庭结构的崩溃和家庭榜样作为道德教育的代理人的消亡,当今道德教育在巴基斯坦社会背景下的相关性不容忽视。采用唯物主义的生活哲学唯物主义生活哲学的采用,以及媒体日益发挥着重要的作用,促成了社会道德结构的瓦解。本研究采用定性分析方法,对道德问题,道德教育和学校作用等各类利益相关者,即教师,学生,家长和学校管理者的理解进行了调查。对各级利益相关者即教师,学生,家长和学校管理者对于道德问题,道德教育和学校作用的理解进行了调查。样本包括12名教师,16名学生,6名学校行政人员和8名家长。这些数据分别通过与学生和教师的四次焦点小组讨论以及与家长和学校行政人员的一系列个人深度访谈收集。数据收集期延长三个月。该研究中使用的概念框架基于Bandura的社会学习模型（1991;第91页）。榜样或替代学习作为一种社会学习形式的概念,在学校的道德学习和道德社会化的过程中尤为重要。调查结果显示,成年人普遍认为学校需要认真重新考虑其作为道德教育者的职能。他们的看法主要集中在学校设置中应该使用角色建模和对话。如果所使用的策略更多...
【文章来源】：西南大学重庆市 211工程院校 教育部直属院校
【文章页数】：204 页
【学位级别】：博士
【文章目录】：
AKNOWLEDGEMENTS
List of Abbreviations and Acronym
Definitions of key terms:
Abstract
摘要
CHAPTER ONE:INTRODUCTION
1.1 Background
1.2 Problem Statement
1.3 The Research Questions:
1.4 Objectives of the Present Study
1.5 The Motivation of the Research
1.6 Benefits of the Study:
1.7 Definition of Terms:
1.7.1 Concept of Morality
1.7.2 Concept of Moral Education
1.8 Organization of Study
1.9 Overview
CHAPTER TWO:LITERATURE REVIEW
2.1 Theories Related to Morality and Their Implications for Introducing Moral Education at the School Level
2.2 Philosophical Foundations
2.2.1 Morality and Ethics
2.3 Ethical Theories and Their Implications for Moral Education
2.4 Current Philosophical Positions on Moral Education
2.5 Psychological Foundations of The Concept of Moral Education
2.5.1 Implication for Moral Education and the Role of School
2.6 The Sociological Foundations of Morality
2.6.1 Karl Marx
2.7 Working Understanding of Conception of the Moral Education:Deduction from Psychology,Philosophy and Sociology
2.7.1 Culture as A Context for Moral Education
2.7.2 The Cultural Embedded in the Self
2.8 Culture as the Context for Developing the Moral self
2.9 History Moral Education in Context of Pakistan
2.9.1 Historical Background
2.9.2 Colonial Period:New Ideas and Local Response
2.9.3 Culture of Pakistan
2.9.4 Religious Influence
2.10 The Role of Schools in Relation to Moral and Social Development
2.10.1Socialisation Role of the School
2.10.2 Observational Learning as the Cornerstone of the Socialization Process
2.10.3 The Transmission Role of the School
2.10.4 Revisiting the Transmission Role
2.10.5 THE DEVELOPMENTAL TASK OF THE SCHOOL
2.10.6 The Triarchic Functions of the School
2.11 Conceptual Framework
2.12 Conclusion
CHAPTER THREE:RESEARCH METHODOLOGY
3.1 The Qualitative Research Method
3.2 The Research Design
3.3 The Selection of the Site
3.4 The Selection of Participants
3.4.1 The Teachers
3.4.2 The Students
3.4.3 The School Administrators
3.4.4 Profile of the School Administrators
3.4.5 The Parents
3.5 Selection of Methods:Focus Group Discussion and Individual Interviews
3.6 Focus Group Discussion:Practical Organization
3.7 The Individual Interview
3.8 Guidelines
3.9 The Role of the Researcher
3.10 Rethinking Subjectivity- Using Reflexive Approach
3.11 Establishing Validity
3.12 Ethical Issues in the Research
3.13 Limitations
3.14 Overview:
CHAPTER FOUR:DATA DISCRIPTION
4.1 Introduction
4.2 The Concept of Education
4.3 Stakeholders'Perception and Interpretation of Morality
4.4 Stakeholders’Perspective On Moral Education
4.5 Current Practices and Models of Moral Education in the Context Pakistan-:An Evaluation
4.6 Relevance of Moral Education in the Context of the Pakistani Society
4.7 The Role of the School in Providing Moral Education
4.8 Conclusion
CHAPTER FIVE: DATA ANALYSIS
5.1 Introduction
5.2 The Views of Participants on Concept of Education
5.3 Stakeholders'Perception and Interpretation of Morality
5.4 Stakeholders’Perspective On Moral Education
5.5 Current Practices and Models of Moral Education in the Context Pakistan-:An Evaluation
5.6 Relevance of Moral Education in the Context of the Pakistani Society
5.7 The Role of the School in Providing Moral Education
CHAPTER SIX SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
6.1 Introduction
6.2 Key Finding:
6.3 A Summarized Overview of the Investigation
6.4 The Factors Giving Rise to the Study
6.4.1 Degree to Which the Aims Have Been Met
6.5 Recommendations
6.5.1 Guidelines for Developing a Moral Education Program at Secondary School Level
6.5.2 The Adoption of a Policy Decision
6.5.3 Reorganization of Learning Activities within the School
6.5.4 Review of School Management Policies
6.5.5 Re Adjustment of School Working Hours to Accommodate More Extra Moral and Curricular Activities
6.5.6 Reorientation of the Pedagogical Approach
6.5.7 Restructuring of Teacher Training
6.5.8 Creation of Bridges between School and the Community and School and Parents
6.6 Recommendations for Further Research
6.7 Conclusion
References
Appendixes
本文编号：3293635
【文章来源】：西南大学重庆市 211工程院校 教育部直属院校
【文章页数】：204 页
【学位级别】：博士
【文章目录】：
AKNOWLEDGEMENTS
List of Abbreviations and Acronym
Definitions of key terms:
Abstract
摘要
CHAPTER ONE:INTRODUCTION
1.1 Background
1.2 Problem Statement
1.3 The Research Questions:
1.4 Objectives of the Present Study
1.5 The Motivation of the Research
1.6 Benefits of the Study:
1.7 Definition of Terms:
1.7.1 Concept of Morality
1.7.2 Concept of Moral Education
1.8 Organization of Study
1.9 Overview
CHAPTER TWO:LITERATURE REVIEW
2.1 Theories Related to Morality and Their Implications for Introducing Moral Education at the School Level
2.2 Philosophical Foundations
2.2.1 Morality and Ethics
2.3 Ethical Theories and Their Implications for Moral Education
2.4 Current Philosophical Positions on Moral Education
2.5 Psychological Foundations of The Concept of Moral Education
2.5.1 Implication for Moral Education and the Role of School
2.6 The Sociological Foundations of Morality
2.6.1 Karl Marx
2.7 Working Understanding of Conception of the Moral Education:Deduction from Psychology,Philosophy and Sociology
2.7.1 Culture as A Context for Moral Education
2.7.2 The Cultural Embedded in the Self
2.8 Culture as the Context for Developing the Moral self
2.9 History Moral Education in Context of Pakistan
2.9.1 Historical Background
2.9.2 Colonial Period:New Ideas and Local Response
2.9.3 Culture of Pakistan
2.9.4 Religious Influence
2.10 The Role of Schools in Relation to Moral and Social Development
2.10.1Socialisation Role of the School
2.10.2 Observational Learning as the Cornerstone of the Socialization Process
2.10.3 The Transmission Role of the School
2.10.4 Revisiting the Transmission Role
2.10.5 THE DEVELOPMENTAL TASK OF THE SCHOOL
2.10.6 The Triarchic Functions of the School
2.11 Conceptual Framework
2.12 Conclusion
CHAPTER THREE:RESEARCH METHODOLOGY
3.1 The Qualitative Research Method
3.2 The Research Design
3.3 The Selection of the Site
3.4 The Selection of Participants
3.4.1 The Teachers
3.4.2 The Students
3.4.3 The School Administrators
3.4.4 Profile of the School Administrators
3.4.5 The Parents
3.5 Selection of Methods:Focus Group Discussion and Individual Interviews
3.6 Focus Group Discussion:Practical Organization
3.7 The Individual Interview
3.8 Guidelines
3.9 The Role of the Researcher
3.10 Rethinking Subjectivity- Using Reflexive Approach
3.11 Establishing Validity
3.12 Ethical Issues in the Research
3.13 Limitations
3.14 Overview:
CHAPTER FOUR:DATA DISCRIPTION
4.1 Introduction
4.2 The Concept of Education
4.3 Stakeholders'Perception and Interpretation of Morality
4.4 Stakeholders’Perspective On Moral Education
4.5 Current Practices and Models of Moral Education in the Context Pakistan-:An Evaluation
4.6 Relevance of Moral Education in the Context of the Pakistani Society
4.7 The Role of the School in Providing Moral Education
4.8 Conclusion
CHAPTER FIVE: DATA ANALYSIS
5.1 Introduction
5.2 The Views of Participants on Concept of Education
5.3 Stakeholders'Perception and Interpretation of Morality
5.4 Stakeholders’Perspective On Moral Education
5.5 Current Practices and Models of Moral Education in the Context Pakistan-:An Evaluation
5.6 Relevance of Moral Education in the Context of the Pakistani Society
5.7 The Role of the School in Providing Moral Education
CHAPTER SIX SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
6.1 Introduction
6.2 Key Finding:
6.3 A Summarized Overview of the Investigation
6.4 The Factors Giving Rise to the Study
6.4.1 Degree to Which the Aims Have Been Met
6.5 Recommendations
6.5.1 Guidelines for Developing a Moral Education Program at Secondary School Level
6.5.2 The Adoption of a Policy Decision
6.5.3 Reorganization of Learning Activities within the School
6.5.4 Review of School Management Policies
6.5.5 Re Adjustment of School Working Hours to Accommodate More Extra Moral and Curricular Activities
6.5.6 Reorientation of the Pedagogical Approach
6.5.7 Restructuring of Teacher Training
6.5.8 Creation of Bridges between School and the Community and School and Parents
6.6 Recommendations for Further Research
6.7 Conclusion
References
Appendixes
本文编号：3293635
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