我國中小學道德情意發展之課程模式建構

本研究旨針對中小學階段建構一個結合國際思潮與在地特色，且適合我國道德情意發展之課程模式，並以著重歷程、實踐與後現代的課程理論觀點，以及經由課程方案可行性之驗證據以反覆修改，提供學術研究與教育實務參考。研究期程計二年，依據「建構理念基礎—課程模式初稿形塑—課程方案擬定—課程試教與觀課—修改課程模式」的循環歷程，研究方法為透過文獻與專家諮詢座談以奠定理念基礎、經由研究團隊討論激盪以形塑課程模式與課程方案初稿、召開合作學校工作坊以討論與修改課程方案，以及進行試教與觀課確認課程模式的可行性，最後再次進行模式修改。此外，本文呈現根據此模式所發展的課程方案乙則作為示例，彰顯由課程模式轉化為課程方案的要點。最後，藉由本研究結果及反思與建議，希冀對於當前教育政策以及教育界與國內外學界有所助益。

關鍵字

道德情意發展；道德情感；道德同理；道德認同；道德關懷

並列摘要

This study focused on constructing a curriculum model, which comprehensively integrated both international trends and local characteristics of moral/character education, in order to improve Taiwanese junior and high school students’ competencies in the moral-affective development. Based on multiple perspectives of curriculum as process, praxis, and post-modernism, this curriculum model was further evaluated through several theory-based courses to provide a professional and scientific curriculum model of moral and character education for academia and schools. This study, conducted by the researcher and cooperative groups for two years, was carried out on a cycle from building a rationale, drawing a draft of curriculum model and corresponding courses, practicing and discussing courses, to reflecting and revising the curriculum model. The research methods contained a deep reflection on theories and literature review, and several expert symposia were held to discuss the curriculum model. In addition, the researcher invited several school groups to implement and evaluate the curriculum model and some related courses through workshops, classroom observations and meetings. A course provided in this article served as an example on how to transform the model into practice. This study was expected to not only benefit multiple applications of affective domain in moral and character curriculum for schools and educational administrations, but also share this reflective discourse among the national and international academia.

並列關鍵字

moral-affective development ； moral emotion ； moral empathy ； moral identity ； moral caring

參考文獻

Aquino, K., McFerran, B., & Laven, M. (2011). Moral identity and the experience of moral elevation in response to acts of uncommon goodness. Journal of Personality & Social Psychology, 100(4), 703-718. doi:10.1037/a0022540

Hardy, S. (2006). Identity, reasoning, and emotion: An empirical comparison of three sources of moral motivation. Motivation & Emotion, 30(3), 205-213. doi: 10.1007/s11031-006-9034-9

Johnston, M., & Krettenauer, T. (2011). Moral self and moral emotion expectancies as predictors of anti- and prosocial behaviour in adolescence: A case for mediation? European Journal of Developmental Psychology, 8(2), 228-243. doi:10.1080/17405621003619945

Krettenauer, T., Campbell, S., & Hertz, S. (2013). Moral emotions and the development of the moral self in childhood. European Journal of Developmental Psychology, 10(2), 159-173. doi:10.1080/17405629.2012.762750

Paciello, M., Fida, R., Tramontano, C., Cole, E., & Cerniglia, L. (2013). Moral dilemma in adolescence: The role of values, prosocial moral reasoning and moral disengagement in helping decision making. European Journal of Developmental Psychology, 10(2), 190-205. doi:10.1080/17405629.2012.759099

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我國中小學道德情意發展之課程模式建構

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