本研究旨在探討多媒體教學媒材融入國小高年級品格教育的可行性與教學
成效。鑑於目前學童在誠信、責任與感恩等核心品格發展上的困境，以及傳統
教學缺乏情感互動與學習動機的限制，研究者採行行動研究法，設計三大單元
課程：「真心話老實說」、「刻骨銘心」與「把愛傳出去」，整合自製心智
圖、圖文書與有聲動畫等多媒體素材，引導學生內化品格價值並落實於行動實
踐。
本研究以苗慄縣建國國小五年六班28 位高年級學生為物件，課程總時數共
17 節680 分鐘，涵蓋語文、藝術與人文、綜合活動等領域，強調學生參與式的
創作與反思歷程。資料蒐集包括課堂觀察、學生作品、訪談紀錄及課前後自我
檢核表，並採三角檢定法強化研究信效度。
研究結果顯示，多媒體教學能有效提升學生學習動機、語文與表達能力，
並促進對誠信、責任感、寬恕與同理心等品格內涵的理解與實踐，學生能將所
學具體展現在心智圖、圖文書與動畫作品中。課後表現與家長回饋亦證實學生
品格行為已有實質改變，如主動協助家務、撰寫感謝信等，顯示品格價值已從
課堂延伸至生活層面。
本課程設計呼應九年一貫課程第三階段能力指標，具在地化與跨領域整合
特性，實證多媒體應用於品格教育具有高度可行性與教育成效。然而亦發現學
生在動畫製作及繪圖表達中呈現能力差異，建議未來課程可強化差異化支援與
技術教學引導。整體而言，本研究不僅達成三項研究目的，更為國小高年級多
媒體品格教育提供具體實務模式與創新教學參考。

This study aims to explore the feasibility and effectiveness of integrating
multimedia instructional materials into character education for senior elementary
school students. In view of current challenges in the development of core values such
as honesty, responsibility, and gratitude among children, as well as the limitations of
traditional teaching in fostering emotional interaction and learning motivation, this
research adopted an action research approach. Three instructional units were
designed—“Speak Honestly,” “Engraved in My Heart,” and “Spread the Love”—
which incorporated self-made mind maps, picture books, and animated videos as
multimedia resources to guide students in internalizing character values and applying
them in real-life practice.
The study was conducted with 28 fifth-grade students from Jianguo Elementary
School in Miaoli County. A total of 17 lessons (680 minutes) were implemented,
covering subjects such as language arts, arts and humanities, and integrated activities.
The curriculum emphasized participatory learning through creation and reflection.
Data were collected through classroom observations, student work analysis,
interviews, and pre/post self-assessment checklists, with triangulation used to enhance
the reliability and validity of the findings.
The results showed that multimedia instruction effectively enhanced students'
learning motivation and language expression skills, and facilitated their understanding
and practice of character values such as honesty, responsibility, forgiveness, and
empathy. Students were able to concretely present what they learned through mind
maps, picture books, and animation projects. Post-course behaviors and parent
feedback confirmed noticeable improvements in character-related behaviors, such as
helping with household chores and writing thank-you notes, indicating that the
internalization of values had extended beyond the classroom.
The curriculum design aligned with the Grade 3 indicators of Taiwan’s 9-Year
Curriculum, demonstrating both local relevance and cross-disciplinary integration.
The study affirms the high feasibility and educational value of applying multimedia in
character education. However, differences in students’ abilities in animation
production and visual expression were noted. It is recommended that future courses
enhance differentiated support and technical guidance. Overall, the study successfully
achieved its three research objectives and offers a practical and innovative model for
implementing multimedia-integrated character education in senior elementary
education.