Constructing a Curriculum Model of Moral-Affective Development for Taiwan’s Primary and Secondary Education
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.
|關鍵詞||道德情意發展、道德情感、道德同理、道德認同、道德關懷、moral-affective development、moral emotion、moral empathy、moral identity、moral caring|