A Study on Building a Character and Moral Curriculum Organization Model for the 12-year Basic Education System in Taiwan
陳延興(Yen-Hsin Chen)；李琪明(Angela Chi-Ming Lee)；方志華(Chih-Hua Fang)；劉秀嫚(Show-Mann Liou)
十二年國民基本教育 ； 品德教育 ； 課程組織 ； the 12-year Basic Education in Taiwan ； character and moral education ； curriculum organization
|Volume or Term/Year and Month of Publication||
18卷2期（2015 / 04 / 01）
79 - 99
The aim of the present study was to construct the character and moral curriculum organization model for the 12-year Basic Education System, including the ideas and goals, patterns of organization, the key contents and practical models in order to offer suggestions on planning and implementation for academia and policymakers. A logical and thorough literature review was conducted and the data were collected by holding monthly meetings and a number of symposia nationally and regionally. The main findings and suggestions were as follows. First, clear ideas and ten goals of character and moral curriculum were proposed to meet the principles of curriculum guidelines for the 12-year Basic Education. Second, it was recommended that the character and moral curriculum should give consideration to various dimensions of moral knowledge, feelings and actions as well as formal, informal and hidden curricula to meet the key competence of ＂moral praxis and civic consciousness＂ suggested in the curriculum guidelines for the 12-year Basic Education. Third, it was also suggested that the contents of character and moral curriculum should be illustrated systematically and logically, and the themes could be fused into the guidelines of different subjects/learning areas in order to strengthen the practical implementation and the learning of character and moral education in the curriculum of the 12-year Basic Education. Finally, a ＂multi-dimensional curriculum infusing model of character and moral education＂ proposed in the present study should tie in with the goals for key competences of the Curriculum Guidelines of 12-year Basic Education to ensure the effectiveness of its implementation in the primary and secondary levels of education. Finally, numerous conclusions and suggestions were also made at the end of this paper.