台灣品德教育轉型與困境及其歷史脈絡的宏觀剖析

The Transformation and Predicament of Character and Moral Education in Taiwan and a Macro-analysis From the Historical Context

本文旨在針對台灣品德教育自1949年迄今的轉型與困境，及其歷史脈絡作宏觀 剖析。首先，梳理台灣背景脈絡，其經濟由開發中國家邁向已開發國家，政治由威權戒嚴而至民主自由體制，社會文化由單一趨向多元樣態，然而卻面臨新自由主義與 全球化、文化與國家認同、個人主義與相對主義等挑戰。其次，探究台灣品德教育 課程變遷，由戒嚴時代蘊含政治意識型態、解嚴初專業逐漸浮現、2000年以來形成 廣義課程化及多元價值融入等三個時期的特點。再者，論述台灣品德教育在這結構 歷程中產生的四個主要困境。最後，提出促進品德教育永續發展的建議，包括對於 意識型態的批判反思、解構迷思並重建專業、強化對話溝通以促進認同，以及秉持 彰顯正義與關懷弱勢的信念。

This article aimed to inquire about the transformation and predicament of character and moral education (CME) in Taiwan from a macro-analysis on the historical context beginning in 1949. Firstly， the author described the background of Taiwan， including from a developing to an industrialized country， from the authoritarianism of Martial Law to full-fledged democracy， and from a single orientation to multiple traits in the sociocultural environment. However， CME has inevitably been facing a number of challenges， i.e.， neoliberalism and globalization， national and cultural identity， individualism and relativism etc. Secondly， the author explored CME characteristics of three curriculum periods， including political ideologies at the time of Martial Law enacted， an emerging profession for CME in the initial stage after the lifting of Martial Law， and a broad meaning and multiple values for CME which has been transformed since 2000 until the present day. Moreover， the author discussed the four predicaments of CME. Finally， suggestions and concluding remarks on the development of CME were offered， which include developing a critical thinking on ideologies， rebuilding professions， improving communication to reach identity， as well as insisting on values of justice and caring.