探索專業倫理教師首次教學的挑戰與省思 -以中原大學為例

Exploring Challenges and Reflections of First Time Teaching in Professional Ethics : Using Chung Yuan Christian University as an Example

楊濬寧(Chung-Ning Yang)

指導教授 ： 丁姵元

中原大學/商學院/企業管理研究所/碩士(2014年)

https://doi.org/10.6840/cycu201400092

摘要

從農業社會跨入工業社會，人類的生活品質隨著高科技的發展，有著顯著的改善。然而大量的商業開發，隨之而來對環境造成難以回復的傷害，商人為追求本身利益，詐騙、掏空情事亦屢見不鮮，為謀求私利，缺乏對整體社會利益的考量，喚醒世人對倫理的重視。倫理的發展，首重為從學校的倫理教育開始紮根。在西方教育界，有九成的管理院系開設倫理課程，並將倫理教育設定為教學的重點科目，希望藉由倫理教育培養出專業與品德兼具的學生。文獻中指出，台灣倫理教育的發展上，倫理課程開課數以企業倫理為大眾，其他專業領域的相關倫理課程開課數尚在少數，顯見台灣發展倫理教育仍有相當大的空間。除此之外，倫理科目為哲學專業其中一支，探究大量的哲學意涵，對非哲學專業教師來說，較難以自學，教學亦不易。大多數的研究重點在探討倫理教育的教學效益或相關的教學內容、教學方法，甚少以課程的核心人物，教授倫理課程教師的角度出發。因此，本研究的研究目的為透過研究授課教師在教學歷程中的挑戰與省思，找出其教學上的挑戰，以及日後可如何因應，並提供日後欲投入倫理教育的相關院校參考。本研究採用質性研究方法，訪談對象為初次教授中原大學專業倫理課程之教師。
研究發現初次教授倫理課程之教師，在工作坊在幫助授課教師教學的情況下，並歸納出初次教授專業倫理課程教師之授課挑戰，分別包含教學方法、課程設計、工作坊。研究結果顯示，工作坊對授課教師的支持，主要在於備課上的協助，透過工作坊提供相關教材內容、開課前的倫理課程內容培訓，幫助授課教師緩解了在備課上的困難。另外則是提供反應鍵教學法的輔助，透過反應鍵的輔助，引起學生的興趣，稍提高教學的互動性。但即使如此，初次教授專業倫理的教師實際授課面臨的挑戰依舊存在，而授課挑戰主要原因為對教學內容的沒把握以及教學的互動。在課程設計上，建議可將教學時機提早，幫助學生能以更全面的角度看待所學習的專業知識，另一點建議則是小班授課，根據研究結果顯示，目前的課堂學生人數動輒百人，然而授課方式大多為強調互動性，譬如個案教學法，單透過教師的傳授，發揮教學互動的效果，故建議將課程設計為小班教學。對工作坊的建議為提供示範教學，增加相關的個案以及非商科領域的專業倫理教科書，以幫助提升倫理教育的品質。

關鍵字

專業倫理 ； 倫理教育教學 ； 倫理教育

並列摘要

With the development of high-tech, quality of people's life has been improved significantly in the industrial society compared with that in the agricultural one. However, the development of abundant business has made it hard to restore the correspondingly caused environmental damages, and the common occurrence of swindle and asset stripping by businessmen in pursuing personal interest, without considering the interests of the whole society, has aroused common awareness of the ethical value. The development of ethics should be initiated from ethic education at schools. In the western educational circle, ninety percent of management related departments set courses in ethics, and take ethical education as the key subject of teaching, aiming to cultivate students to be excellent in character and learning. In the literature, it was pointed out that in Taiwan, ethical education is mainly focused on enterprise ethics, and that in other professional fields is attached with less importance. Obviously, there is considerable space for the development of ethics education in Taiwan. In addition, ethical subject belongs to a program of philosophy, thus it is difficult for teachers of non-philosophy profession to explore the abundant philosophical implications, and conduct self-study and teaching. Most researches place particular emphasis on teaching benefits of ethical education, or the related teaching contents and methods, and seldom consider for the core characters, teachers of the ethics course. Therefore, through learning the challenges and reflection of teachers in the course of teaching, this research is targeted to find out the challenges in teaching and how to react in the future, and to provide a reference for colleges and universities that are going to incorporate the moral education. In this research, the method of qualitative research was adopted, and teachers who just started teaching the professional ethics at Chung Yuan Christian University were taken as the objects of interview.
The research found that the new teachers who just started giving lessons of the ethics course, in addition to assisting the main teachers, have summarized the challenges of the new teachers in teaching the professional ethics course, including teaching methods, curriculum design, and workshops. The results show that the support of workshop for the main teacher is mainly reflected in assistance in lesson preparation, providing related materials and training on ethics course before starting class, helping the main teachers alleviate the difficulties in preparation; providing auxiliary assistance with the response key teaching method to arouse interest of students, and slightly improve teaching interactivity. Even so, the new teachers are still faced with challenges, mainly in sufficient control of the teaching contents and the interaction. On curriculum design, it is suggested that teaching should be given ahead of schedule, to help students get a more comprehensive view of the professional knowledge to be studied; moreover, the mode of small-sized class should be taken. According to the research results, and considering that currently a classroom incorporates 100 students, and most teaching emphasizes interaction, such as case teaching, while the teaching interaction is expected through lesson given by teachers, it is proposed to take the small-sized class in teaching. On the workshop, it is suggested that it should provide demonstration teaching, increase the number of relevant cases and the ethics textbook of non-business related profession, to help improve the quality of ethical education.

並列關鍵字

ethical education ； professional ethics ； ethical education and teaching

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