大學階段體育課程與道德發展促進

體育運動課程的特殊性，乃在於藉由動態學習的過程，達到技能、認知、情意的三大教育目標。在體育課的活動體驗中，有著相當頻繁且直接的情感與社會道德互動學習條件，可以藉此引導學生的道德發展。而體育課所提供學生整合及實踐道德經驗的機會，相較於其他科目，更具備優良的道德教育環境條件。誠然，促進道德發展不只需要適當的學習環境，也必須要配合教學設計、教學策略及教師的典範引導等要件，本文中以「道德發展與運動道德」、「大學生的道德發展」、及「體育課程與道德發展促進」三個主體，滙整、介紹數種道德發展教學策略及測量工具，以期作為大專校院體育教師提升與評量學生道德養成之參考。

關鍵字

體育課程；道德發展

並列摘要

Physical education creates opportunities to enhance development in the physical, cognitive, and affective domains. Physical Education, which can enable a learning context involving affective and social moral interactions, also provides opportunity to create situations that will enhance moral development of students. This paper suggested that physical education provides a context for intergrading and practicing moral cognition and moral behavior which is more conducive than the contexts provided by other subjects. Moral advance requires not only an appropriate learning context, but also well-planned teaching programs, appropriate teaching strategies, and the role model of educators to accomplish it. Several instructional strategies and assessment tools for enhancing students' moral development in physical education setting are presented.