| Summary: | 碩士 === 國立臺東大學 === 教育研究所 === 96 === To catch up with “knowledge economy” and “globalization” in the 21st century, our government has been carry out “Grade 1-9 curriculum” as national education since year 2001.However, “moral education” has been taken off and replaced by so-called “seven learning areas” such as life curriculum, social studies, and integrative activities. As a result, the crisis of “lacking virtue” becomes an issue.
This research discusses about the purpose and contents of moral education in Grade 1-9 curriculum; furthermore, the difficult positions of moral education and the strategies that follow up. The sources of the research are from documentaries and interview with education workers. Hopefully this research can provide good advises and thinking directions for the education workers.
It has found that most teachers consider:
1) The content of moral education should including traditional Confucianism.
2) The purpose of moral education is to provide correct model of values and principles of interpersonal relationship for the students.
3) Current status and difficult position of moral education are:
3.1) Short of moral education teaching materials and teaching hours at school.
3.2) Teachers do not have strong concept and good teaching skills of moral education.
3.3) Parents’ attitudes toward moral education are varied.
To keep moral education going well, there are some strategies in Grade 1-9 Curriculum:
I) Teachers and school administrators must have clear understanding of the importance and the connotation of moral education.
II) Teaching materials must be chosen carefully; teaching skills must be requested seriously.
III) Moral education must be truly fixed into school-based curriculum development.
IV) Moral education must be integrated with community resources and adult educations.
At the end of this paper, the researcher provides advises for teachers, school administrations, and researchers coming after.
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