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首页> 外文会议>Annual International Seminar on Transformative Education and Educational Leadership >Implementation Of Character Education In Elementary School Students
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Implementation Of Character Education In Elementary School Students

机译：小学生人物教育的实施

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摘要

Many of the issues evolving in education regarding student behavior tends to be negative. To overcome these negative behaviors that need to be developed character early on. This study aims to determine the implementation of character education in elementary school, the role of principals and teachers in fostering the student's character, and factors that affect the implementation of character education in schools. This study used descriptive qualitative research. Subject of the study consisted of principals, teachers, and students of Hamas Integrated Islamic Elementary School. Object of the study is implementation of character education in the classroom and in the school environment. Research data were collected through observation, interviews and document analysis. The research data were analyzed using data reduction, data presentation and conclusion. The results showed that the implementation of character education is executed in learning and teaching, exemplary by teacher, habituation, and extracurricular. The role of the principal is to make policy in developing the character of students, and teachers lead students to the values of good character. Factors that affect the implementation of character education are supporting factors and inhibiting factors. Supporting factors are school policies and parental support. Inhibiting factor are the lack of infrastructure, lack of conducive learning environment, and extracurricular not going well.
机译：关于学生行为的教育中的许多问题往往是消极的。克服需要提前开发性格的这些负行为。本研究旨在确定小学中的人物教育，校长和教师在培养学生角色的作用，以及影响学校人物教育的影响的因素。本研究使用了描述性定性研究。研究主题由哈马斯综合伊斯兰小学的校长，教师和学生组成。该研究的对象是在课堂和学校环境中实施性质教育。通过观察，访谈和文件分析收集研究数据。使用数据减少，数据呈现和结论分析了研究数据。结果表明，在学习和教学中执行了性格教育，是教师，习惯和课外的典范。校长的作用是使政策制定发展学生的性质，以及教师将学生带到良好性格的价值观。影响人物教育实施的因素正在支持因素和抑制因素。支持因素是学校政策和父母的支持。抑制因素是缺乏基础设施，缺乏有利的学习环境，课外不顺利。

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