在道法课堂中运用积极语言Happy模式

… view that moral-character education is … Broad Character Education with promoting positive outcomes for all children (and not just for those at-risk). For example, the motto of the positive …

… moral language and on the different voices of morality. This emphasis on language and voices becomes important for moral education … the notion of moral language or moral voice with …

Although instructional self-efficacy has proved to be one of the most powerful teaching beliefs that influence teacher classroom behavior and student outcomes, little is known about teacher self-efficacy for moral education. Self-efficacy for moral education refers to teachers’ beliefs that their efforts can bring about improvements in student moral character and behavior. Like instructional self-efficacy, self-efficacy for moral education should also be related to teacher classroom behavior and favorable student outcomes, at least those related to moral development. We constructed a new measure, the Teacher Efficacy for Moral Education measure (TEME) following standard scale developmental procedures. Seventeen items were generated and subjected to factor analysis resulting in a 13-item scale. The items were administered to 76 middle school teachers. TEME demonstrated good validity, correlating with higher scores on attitudes typically held by more successful teachers—efficacy for helping students learn, and efficacy for promoting positive relationships—as well as a related character education efficacy measure. TEME was also correlated with teacher perceptions of school climate. TEME may be a useful measure for use in evaluating the effects of preservice and inservice programs that emphasize fostering moral character in students.

… how to train teachers for positive character formation. Two teacher education strategies are … instruction pays dividends for moral character education: socioemotional skill development …

… Other studies discuss more specific teaching methods, such as drama and service learning. … on moral education are not reflected on the practice of curriculum‐oriented moral education …

… program pertains to promoting positive character within the students of the program, and part of it pertains to equipping those students with the knowledge and skills to incorporate …

… moral education practices of 54 teacher educators within one institution. We encouraged these teacher … has been a positive shift in the amount of attention paid to the moral dimension of …

… moral issues had become rusty. We were not even sure what our role was in the moral education of … principles underpinning the scenario as well as a consideration of the positive and …

Abstract Implicit theories concerning the malleability of human qualities are known to have a powerful impact on motivation and learning, but their role in moral education is an under-researched topic. In this qualitative case study, we examined the impact of implicit theories on four Finnish teachers’ practices of teaching morally and in teaching morality. The data include preliminary and stimulated recall interviews (STR) as well as classroom observations. Our results demonstrate the multiple ways in which teachers’ implicit beliefs are communicated to students and influence teacher’s interpretations and endeavors to educate the ethical capabilities of students. The study provides evidence for the claim that implicit theories are an important construct which has been missing from the moral education literature. Directions for future research are suggested.

… civics education (CE) in Swedish compulsory schools. According to the syllabus for CE (National Agency of Education … On the whole, the teacher gave careful and affirmative feedback …

… discourse and instructional discourse, the two components of pedagogic discourse which reflect the twin notions of power and morality. … of the moral dimension of classroom discourse. …

… classroom discourse and its moral implications for teaching … This article will not be about direct forms of moral education (… moral implications of classroom discourse means that moral …

… The present analysis of moral and emotion socialization through language/discursive practices in the context of education incorporates insights from several practice-oriented …

… from studies of classroom achievement motivation. Recently … moral education is likely to be an "add-on" rather than an extension of what children learn in the normal flow of classroom …

… on classroom discourse by describing some of the practices through which moral evaluations … We hope this issue will encourage more researchers to adopt an interactional perspective …

… This suggestion is especially relevant to teacher and student classroom interactions, because oftentimes, multiple semiotic resources are used in classroom discourse to make …

… The classroom teacher had an outstanding ability to orchestrate the kind of classroom discourse … It is encouraging to think that if students are socialized early and intensively into these …

… of classroom discourse, including sociomoral discourse, … Finally, we discuss how SSI units, which encourage evidence… moral education and its related forms of character education …

… a democratic classroom where students ideally have input into the classroom discourse and … student motivation, and concerns over student perceptions of the relevance or irrelevance of …

… positive emotion, engagement and meaning can be taught to schoolchildren. We present the story of teaching … in Australia, and we speculate that positive education will form the basis of …

Positive ethics is a perspective that encourages psychologists to see professional ethics as an effort to adhere to overarching ethical principles that are integrated with personal values, as opposed to efforts that focus primarily on avoiding punishment for violating the ethics codes, rules, and regulations. This article reviews the foundations of positive ethics, argues for the benefits of adopting a positive approach in ethics education, and considers recent findings from psychological science that support the value of a positive perspective by improving moral sensitivity, setting high standards for conduct, and increasing motivation to act ethically.

… the positive psychology movement and reviews evidence from 12 school-based positive psychology … The evidence shows that positive psychology programs are significantly related to …

… of autonomous moral reasoning (Kohlberg’s moral psychology) and the deontological ethical … research into moral expertise with virtue ethics. This essay will begin by modifying virtue …

… evaluated a positive psychology school-… ethics committee authorizations the adolescents were recruited to participate in a study examining the effectiveness of a positive psychology …

Objective: This study examines the implementation of speech acts in strengthening character education through Indonesian language learning at SMA Negeri Rawalo Banyumas. Specifically, it analyzes how illocutionary and perlocutionary speech acts are utilized by teachers to build students' character, focusing on values such as integrity, responsibility, discipline, and a love of reading.   Theoretical Framework: The study is grounded in pragmatics, particularly the theory of speech acts, including illocutionary acts (expressive, commissive, verdictive, and expositive) and perlocutionary acts (representative, directive, commissive, and expressive). This framework underpins the analysis of how language use can serve as a medium to internalize moral values and foster character education in formal educational contexts.   Method: A qualitative descriptive approach was used, with a case study design. Data were collected through participatory observation, in-depth interviews, and document analysis. These methods provided a comprehensive understanding of the strategic use of speech acts by teachers in Indonesian language classes.   Results and Discussion: The results show that teachers strategically employ various speech acts to create a conducive learning environment for character education. Verbal expressions combined with concrete actions effectively internalize values such as integrity, responsibility, discipline, and a love of reading. Thematic analysis reveals that speech acts serve not only as communication tools but also as mechanisms for moral education in the classroom.   Research Implications: This study highlights the crucial role of teachers in shaping students' character through effective speech acts. The findings offer practical recommendations for integrating speech act strategies into teaching practices to strengthen character education, which can also be applied to other subjects for a holistic educational approach.   Originality/Value: This research contributes both theoretically and practically to the study of pragmatics and education. It provides novel insights into how speech acts can be integrated into teaching strategies to reinforce character education, particularly within the context of Indonesian language learning. The study emphasizes the importance of embedding moral values into formal education processes to nurture well-rounded individuals.

Strengthening character education and positive politeness is an important pillar in selecting textbooks and teaching materials in global era. This study aimed to identify and describe the prophetic education values in Indonesian language textbooks for the VII grade junior high school in their relation to positive politeness to build students' character. The research question is “how are the values of prophetic education as a pillar of politeness and character education in textbooks?”. Descriptive qualitative method was employed as the main approach. Data were collected through documentation using read-marker and noting techniques, and analyzed using heuristic and Grice's means-end politeness methods. Furthermore, the data were analyzed using content and comparative document analysis and sharpened by referential pragmatic politeness analysis. The research findings showed several interrelated prophetic education values in relation with the pillars of positive politeness and character education. These values formed the self-sufficiency of students in the Indonesian language textbook of class VII junior high school. They were manifested in the reality oriented to humanization, liberation, and transcendence. Humanization was realized through social life based on the generosity, honesty, tolerance, and politeness values. Similarly, liberation was realized through the education, health, mutual help, and hard work values. Moreover, transcendent life was actualized according to the consistency (istiqamah) in worshipping Allah (swt), gratitude, and humility (tawadhu') values. This study recommends that prophetic values can be used as a pillar of politeness development and strengthening educational characters in global era.

… current character education need to be adapted to the language … teachers appear supportive of the importance of character … reflective teaching, but we cannot assume that teachers are …

… character education program development and implementation by providing strategies, activities, and interventions for administrators, teachers, … , teachers should use positive language …

Character education is critical in developing students’ attitudes and personalities. One approach that can be used is through teacher interaction with students. This study aims to reveal teachers’ approach to interacting with students to develop good character values. This study is a qualitative study with a phenomenological approach. The research informants were eight teachers who intensively interacted with students for over a year. The data collection technique used in-depth interviews. The data analysis technique used was interpretative phenomenological analysis (AFI), which includes three stages: horizontalization, developing meaning units, and presenting the phenomenon’s essence. To obtain valid data, researchers conducted source triangulation. The study results showed that intensive teacher-student interaction, both classically and individually, can provide understanding and foster students’ awareness of having good character. Therefore, to build students’ character in a better direction, teachers are strongly advised to constantly interact with students intensively, both classically and individually, to foster sensitivity and students’ means of having good character.

This study aims to examine the effect of feedback strategies on understanding and applying the concept of National ideology to students who have different achievement motivation, on learning Citizenship Education in vocational high schools. This research uses quasi experiment research design (Quasi Experiment). The subjects of this study were 133 vocational high school students. The research instrument used the achievement motivation questionnaires and test appraisal tools of understanding and application of the concept. Research data were analyzed using MANOVA (Multivariate Analysis of Variance) method with 2x2factorial. The results reveal three findings, namely: (1) there are differences in posttest score of understanding and application of concepts between groups of direct and indirect feedback strategies; (2) there is difference of posttest score of understanding and application of concept between high and low achievement motivation group: (3) interaction between feedback strategy with achievement motivation does not influence simultaneously to understanding and application of concept

The current study aims to examine students’ and teachers’ voices and views on the outcomes of the implementation of a curriculum as relevant and appropriate to enhance students’ citizenship skills by engaging them in dialogic and argumentative practices. To achieve the aim an innovative curriculum, consisting of 15 lessons per education level (pre-primary, primary and secondary) was developed. These lessons involved teachers and students in dialogue and argumentation around themes of citizenship education as cultural literacy using dialogue and argumentation as tools. The sample consisted of the responses of 134 teachers and 78 secondary school students. Overall, the curriculum was successful on supporting students on dialogue, argumentation and cultural literacy. A second finding has to do with teachers identifying changes in their practices related to dialogue and argumentation during the enactment of the curriculum. Furthermore, teachers underline the aspect of student enjoyment of the curriculum during the implementation. This finding supports the democratic and participatory aspect of the curriculum and adds a successful example of citizenship curriculum to the literature. Students emphasize as important aspects of the curriculum the fact that it makes the connection to everyday life, and is different from usual classroom related issues.

Abstract Classroom discussion is frequently proposes as an essential part of democratic citizenship education. Literature, however, pays little attention to what kind of discussion is most effective and how teachers can facilitate a discussion. This study aims to contribute to the development of a framework for analysing the characteristics of classroom discussions and the different roles teachers can adopt in guiding a discussion on controversial issues. In addition, we investigated how the way teachers guide the discussion is related to the structure and content features of the discussion. The framework was used to analyse five classroom discussions in secondary education. Our framework appeared to be useful for revealing differences in the structure and content features of the classroom discussions and in the way teachers guide the discussion. The results also indicated that a high degree of teacher regulation was related to high content quality and more participation from students. A high degree of student regulation was linked to more genuine discussion among students. The study underlines the importance of taking account of the teacher’s role in research into the effectiveness of classroom discussions for democratic citizenship education and the study makes useful suggestions for teachers when preparing for a classroom discussion.

Abstract Dialogue about social and political conflicts is a key element of democratic citizenship education that is frequently advocated in scholarship but rarely fully implemented, especially in classrooms populated by ethnically and economically heterogeneous students. Qualitative case studies describe the contrasting ways 2 primary and 2 middle-grade teachers in urban Canadian public schools infused conflict dialogue pedagogies into their implemented curricula. These lessons, introducing conflict communication skills and/or content knowledge embodying conflicting viewpoints as learning opportunities, actively engaged a wide range of students. At the same time, even these purposively selected teachers did not often facilitate sustained, inclusive, critical, and imaginative exchange or deliberation about heartfelt disagreements, nor did they probe the diversity and equity questions surrounding these issues. The case studies illustrate a democratic education dilemma: Even in the classrooms of skilled and committed teachers, opportunities for recognition of contrasting perspectives and discussion of social conflicts may not necessarily develop into sustained democratic dialogue nor interrupt prevailing patterns of disengagement and inequity.

… Next, we review the place emotions have in classroom pedagogy. It is argued that the … Also, we aimed at understanding what kinds of speech events are perceived by teachers as events …

Introduction Emotional education is learned by living with others. This study analyzes how different actors participate in the classroom, influencing students’ emotional regulation. Methods Using a mixed methods approach [structured in macro-stages QUAL-QUAN-QUAL], 9 classes in three Chilean schools with children aged 10 to 12 are systematically observed. The audio-recorded sessions are transcribed (qualitative data) for coding from the observation instrument, and then, once the data quality is verified, they are analyzed quantitatively (quantitizing). A lag sequential analysis is performed to detect regularities and existing sequences, and a polar coordinate analysis is performed to observe the relationships among the categories in each class. Results Once the results of the analyses have been obtained, similarities are sought to detect the presence of multiple cases based on the two analysis techniques. The multiple cases detected are presented, detailing how interactions between teachers and students contribute to the emotional regulation and climate in the daily life of the classroom. Discussion The interpretation of the results makes it possible to revisit the qualitative aspect of the mixed methods and to discuss the need to problematize the role of teachers in students’ development and autonomy.

As educators are challenged to develop a moral vocabulary of teaching, such a language needs to be sensitive to the way that pedagogical relations are lived and experienced. This exploration into the meanings of care offers a phenomenological puzzle. It concerns the relation between, on the one hand, commonly accepted and professionally received meanings of the ethical concept of care as we find it in the parental, philosophical, and curriculum literature and, on the other hand, the lived experience of caring. The language of care in the field of commerce and in the helping professions tends to pass over these subtle and deeply-felt sensibilities. It seems that for many parents and teachers caring commonly means worrying. Caring is experienced as worrying responsibility. But this worry ('sorgen' in German) is often neglected for happier or more acceptable understandings of care. This should make us wonder about what happens when language turns professional and theoretical, when it becomes charged with meanings that in everyday life are not always recognizable, and when it becomes discharged of meanings that are existentially at its very centre.

… motivation to scrutinize one’s everyday choices from a moral … moral community in guiding moral development and action. Adopting this as a goal leads us to think about moral pedagogy …

… Based on the findings, we discuss the potential of NSD to promote the prerequisites for wisdom and help student teachers find their intrinsic motivation for moral growth. …

Inclusive language is essential for fostering inclusiveness, belongingness, and the valuing of children in early childhood education. In early childhood settings, inclusive language is used not only to effectively communicate instruction but also provide genuine expectations and hope for all children. However, teachers’ use of non-inclusive language can serve as a disincentive, minimising how children openly learn and collaborate with peers and teachers in schools. Analysing a teacher’s language use from an observational study in an early childhood classroom through a creative content analytical approach, this study reveals that teachers’ non-inclusive language use impact negatively on children’s learning, socialisation, emotional wellbeing, and motivation to learn. We identified effective training and professional development as an important vehicle to enhance and equip teachers with knowledge and skills of using inclusive language, particularly as both a pedagogical and motivational tool in early childhood education. The study recommends that teachers should be made aware of the importance of using inclusive language and its associated benefits for educating children rather than the use of non-inclusive language. Some practical implications for using inclusive language are also provided.

… three systems that relate to moral motivation and decision-making… it), meaning that emotion, motivation, and cognitive intentionality … When it is in operation, then emotion, motivation and …