客家社會企業家田家炳推動德育工程之研究―以兩岸三地為例

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Title:	客家社會企業家田家炳推動德育工程之研究―以兩岸三地為例
Authors:	李婉菁;Lee,Wan-ching
Contributors:	客家政治經濟研究所
Keywords:	客家社會企業家;田家炳基金會;德育工程;共創成長路;social entrepreneur;Tin Ka Ping Foundation;moral educational engineer;P.A.T.H.S road to adulthood
Date:	2015-06-30
Issue Date:	2015-07-30 20:00:13 (UTC+8)
Publisher:	國立中央大學
Abstract:	本研究以田家炳客家社會企業家為研究對象，探討田家炳在成立田家炳基金會推動兩岸三地之德育工程。探究其社會企業家之精神，田家炳基金會成立資金主要是依據個人資產及家族產業捐助而成，秉持著「寧可實而不華、切忌華而不實」的目標，在商業經營或為人處事上強調考慮客戶的利益與尊重他人的尊嚴。此外，他的座右銘為「留財予子孫，不如積德於後人」的利他企業家精神。希望可以將他的資產留給需要幫助的人，迄今已捐盡八成財產，在中國大陸香港兩地廣建166所田家炳學校，展開社會慈善事業，且衷於品德教育。本研究範疇主要汲取「香港賽馬會青少年培育—共創成長路」計畫，以創新系統化的教材、教法推行德育工程；研究方法以文獻資料分析、深度訪談和焦點團體等方法探討中國大陸、香港、臺灣兩岸三地之德育工程。研究發現兩岸三地推動德育工程主要以融入校本化的品德教育課程的特色，特別強調：一、香港共創成長路透過公部門、學校、非營利組織與社區協力合作；二、中國大陸共創成長路與香港共創成長路團隊合作；三、臺灣品德教育課程將公民教育融入生活學習。希望可以透過德育工程發揮社會效用與影響。最後，本研究建議透過分析兩岸三地推動德育工程個案，探討德育工程之源起、特色、影響與成效，瞭解兩岸三地各區域之間相同及異同之處，未來研究建議提供培養青少年正面發展與積極能力之方法。;In this study, I took Tin Ka Ping, Hakka social entrepreneur, as my research object and studied how Tin Ka Ping Foundation have promoted the moral education project in Hong-Kong, China and Taiwan since 1982. To explore his spirit of social entrepreneurs, the foundation was established from his own wealth and mainly emphasize on protecting benefits of their customers and respect on the dignity of society. He hopes that his assets can be left to the people who need help, and so far he has donated 80% of his assets to build 166 schools to spread moral education in the China and Hong Kong. The main scope of the study is to learn from the "Road to Adulthood" project of the Hong Kong Jockey Club in order to implementing innovative teaching materials and methods of moral education. This research method include literature data analysis, in-depth interviews and focus groups to study the moral education engineer in China, Hong Kong, and Taiwan. This study found that this three areas promote moral education engineer mainly with school-based curriculum specialties, specially emphasizing on school-based entry into the characteristics of the surface, manpower training, teaching resources, the effectiveness and impact of society. Finally, this study recommend the promotion of moral education by analyzing the case of the three areas, analyze the source of moral construction beginning, features, impact and effectiveness, to explain the similarities and differences between the three areas, providing effective youth development and positive attitude for teenagers.
Appears in Collections:	[Graduate Institute of Hakka Politics and Economics] Electronic Thesis & Dissertation

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