民國82年「道德與健康」課程標準及德育教科書的發展

1993年教育部修訂發布《國民小學課程標準》，將道德教育與健康教育合為「道德與健康」。該課程標準修訂是由臺灣省國民學校教師研習會承辦，該會同時進行「道德與健康」實驗教材的研發。後來，這一實驗教材成為國立編譯館「道德與健康」教科書的藍本。綜合來看，「道德與健康」課程標準、研習會的實驗教材、國立編譯館的正式教科書三者是一個動態的連續發展過程。經訪談以上教科書發展的相關人員，歸納其德育課程理念主要有以下各點：（一）重視理性思考與討論活動，以培養兒童道德思辨與判斷能力；（二）主張透過文學性文本來感發兒童的道德情意；（三）重視圖畫對理解與情意的啟發功能，大幅提昇圖畫在教科書中的角色；（四）強調教材內容的生活化；（五）規劃親子活動加強道德實踐；（六）課文與教學活動形式的多元化；（七）「過程取向」的教科書設計原則。

關鍵字

82年國民小學課程標準；道德與健康；道德教育

並列摘要

In the 1993 Curriculum Standards of Elementary School, moral education and health education were consolidated into a single subject. The Institute for Elementary School Teachers In-service Education drafted the standards and took charge of the development of an experimental textbook on the new subject. The experimental textbook was later accepted as the prototype for the compilation of the official Textbook of Moral and Health Education by the National Translation and Compilation Center. By interviewing individuals involved in the development of the textbook, this study discovered that significant features of the new moral curriculum include the following: (1) encouraging children to think and discuss moral issues critically; (2) stimulating students to experience moral sentiment from literary texts; (3) promoting the role of pictures in textbooks; (4) sharing content based on real life; (5) parent-child activities encouraging moral behavior among students; (6) multiple forms of curriculum and teaching; and (7) the principle of process-orientation used to develop the textbook.