國家教育研究院

　　從民國51 年至82 年間，各次課程標準所發展出來的德育教科書，反映著不同的德育課程觀。民國51 年、57 年、64 年等各次課程標準所發展出來的德育教科書，強調傳統倫理道德與良好生活習慣的教育，將倫理視為固定而永恆的準則。民國76 年，由於政治解嚴，社會漸開放，教育當局即對中小學教科書內容與形式作「適切合理化」改編。78 年出版的「生活與倫理」改編本納入許多新的形式，注入了新的德育課程觀。其中最重要的特色是注重道德問題思考與判斷，而非道德規範與原則的接受和記憶；以及透過生活化情境的課文，引導學生省思日常倫理問題。這些新特色使「生活與倫理」教科書有了嶄新的內涵和方向。民國82 年的國民小學德育課程標準以新的理論與觀念來重新設計德育課程結構和教材形式，該版本教科書具有以下特色：（一）重視理性思考與討論活動，以培養兒童道德與思辨與判斷能力；（二）主張透過文學性文本來感發兒童的道德情意；（三）重視圖畫的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。

　　Each edition of textbook of moral education in elementary school represented different view of moral curriculum. The1962, 1968 and 1975 Curriculum Standards of this subject emphasized to indoctrinate the values of traditional ethics and to cultivate the habits of moral life, and treated ethics as fixed and eternal verities. In 1987, because of the liberalization of the politic, the government was urged to reform all the irrelevant institutions. The Ministry of Education commenced revising the textbooks of elementary and secondary education according to the principle of “adequacy and rationality”. The 1989 revised edition of “Life and Ethics” adopted many new forms and content, meanwhile, it contained an utterly new philosophy of moral education. The most significant feature of this edition is that it places emphasis on thinking and judging on the problems of the moral, rather than committing the moral norms to memory. Furthermore, the most texts are narratives of ordinary life stories relate to morality; the authors devise this form to lead pupils to think critically the moral problems. The1993 Curriculum Standards of this subject designed a new structure with ideas different from the former editions. The 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.