The study is aimed to investigate how character values can be developed in the teaching of narrative texts using GBA stages. The study employed a qualitative case study design. The data were gained from classroom observations conducted in 12 meetings by the researcher and her colleague, from students’ tests investigating students’ moral judgment, moral commitment and self-reported moral behavior proposed by Lickona (1996), from collection of samples of students’ texts analyzed in terms of the schematic structures and language features developed by Gerot and Wignell (1995); Derewianka (2004); Christie and Derewianka (2008) and SFL developed by Halliday and Matthiessen (2004) as cited in Eggins (2004), and from the interview conducted with 9 students and 2 teachers after the teaching program. The findings revealed that the teaching of narrative text using GBA stages was successful in developing character values by employing dilemma discussions of narrative texts in BKOF and MOT stages. The selection of texts, taken from JCOT and ICOT stages, containing dilemmas, has succeeded in developing values of taking the risk for better or worse, as seen in students’ narrative texts employing the schematic structures and the selection of processes since narrative language features tell about their past experiences. ududKey words: Character Values, GBA stages, Narrative schematic structures and language features.
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机译：这项研究旨在研究在使用GBA阶段的叙事文本教学中如何发展字符值。该研究采用了定性的案例研究设计。数据来自研究人员和她的同事在12次会议中进行的课堂观察，调查学生的测验以调查学生的道德判断，道德承诺和自我报告的道德行为（由Lickona（1996）提出），从学生的样本收集中获得。根据Gerot和Wignell（1995）提出的图解结构和语言特征对文本进行了分析； Derewianka（2004）; Christie和Derewianka（2008）和Halliday和Matthiessen（2004）共同开发了SFL，并在Eggins（2004）中引用，并根据教学计划后对9位学生和2位老师的采访进行了访谈。研究结果表明，通过在BKOF和MOT阶段对叙事文本进行两难讨论，使用GBA阶段的叙事文本教学成功地发展了角色价值。从JCOT和ICOT阶段中选择的，包含两难选择的文本，已经成功地发展了承担好或坏风险的价值，正如在采用叙事结构和过程选择的学生叙事文本中所看到的那样，因为叙事语言的特征告诉我们关于他们过去的经历。 ud ud关键字：字符值，GBA阶段，叙述性示意图结构和语言功能。
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