沈六Liow Sheen郭如育Ju-Yu Kuo2019-08-282013-8-162019-08-282011http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0893070036%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88680情意在生活中扮演著重要的角色，消極的情意會導致個人的身心狀態失去和諧，出現失控或不道德的行為；積極正向的情意則有助於個人建立健全的自我概念與良好的人際關係。情意屬於生理層次的反應，需透過教育引導才能有合理適當的表達，而情意教育便是有助於教導管理情緒、表達情感的學習活動與教學歷程。本研究欲探究情意學習與道德發展間的關係，瞭解情意課程的實施是否有助於培養適當的情緒表現方式，並進一步促進道德認知與道德行為的發展。本研究先採用文獻分析的方法，探究情意教育的相關理論，並依據文獻探討所歸納之結果，設計情意課程。之後，採準實驗研究法（quasi-experimental research）實施教學實驗，以國中三年級的學生為研究對象，採「不等組前後測設計」模式(nonequivalent-control group design)，分為實驗組與對照組，其中女生十人，男生十四人，對實驗組學生進行為期十週的情意課程的教學實驗，在實驗處理前後分別以道德判斷問卷（MJI）對兩組施予前測及後測，觀察在情意課程實施後，情意教學對學生道德認知發展的效果。並以t考驗、共變數分析、雙因子共變數分析與百分比整體差異卡方考驗進行統計分析，另外也蒐集資料進行質化分析，獲得以下結果。 1.實驗組學生在道德認知成熟分數的增加多於控制組，且達顯著差異水準。 2.實驗組道德認知成熟分數的前、後測分數的差異達顯著水準。 3.實驗組道德認知發展階段的進步程度多於控制組，且達顯著差異水準。 4.實驗組學生在道德認知發展階段的提升幅度達差異顯著水準。 5.情意課程能促進學生道德認知的發展。 本研究依據研究結果提出對教師教學、學校行政、家長配合與未來研究等方面的建議： 1.教師可依情意教育的理論與課程編撰原則設計與編選課程。 2.實施情意課程以促進學生道德認知發展。 3.重視學生與教師對情意教學的回饋意見以修正情意課程。 4.擴大探討各因子對道德判斷的影響。 5.成立研究團隊協助進行道德認知發展階段的判斷工作。 6.擴大樣本數以進行教學實驗研究。 7.質性分析資料可加入對任課教師、家長或行政人員的晤談，以深入瞭解 學生情意學習與道德認知發展的情形。 8.依據教育理論設計情意課程進行研究。 最後建議教師對情意課程多加研究與推廣，以促進學生的情意學習與道德認知發展。Affection plays an important role in life. Negative affection will lead to losing individual physical and mental state of harmony and appearing uncontrolled or unethical behavior; positive affection can help individuals build perfect self-concept and good interpersonal relationship. Affective reactions belong to physiological level, which needs to be educated and guided in order to express affection reasonably and appropriately. Therefore, affective education is a series of learning activities and teaching process to teach emotional management and expression. This study was to inquire into the relationship between affective learning and moral development, to understand whether the implementation of affective curriculum helps to develop the appropriate affective expression and further promote the moral cognitive development and moral behavior. Thereby, at first this study adopted the methods of literature analysis to explore the relevant theory of affective education and then design affective curriculum based on the summarized results of literature review. Afterwards, a teaching experiment which used the nonequivalent-control group design of the quasi-experimental method then started, involving 24 third-grade junior high school students as the participants. The participants, ten boys and fourteen girls, were divided into the experimental and the control groups. 10-week affective curriculum was carried to the students in the experimental group. The Moral Judgment Interview (MJI) was employed before and after the experiment to both the groups. The next step is to observe the effects the students have in their moral cognitive development after the implementation of affective education. The research data were subject to statistical analyses by using the t-test, analysis of co-variance (ANCOVA), two-way analysis of co-variance(two-way ANCOVA), chi-square approach, and G2 approach. Besides, more research data was collected to carry on qualitative analysis. The research results show as follows： 1.The experimental group outperformed the control group concerning the increase in the score of maturity in moral cognition, and their difference reached the significant level. 2.The experimental group showed a significant difference between the students' scores of maturity in moral cognition in the pre- and post-tests. 3.The experimental group also performed better than the control group in terms of the change in the stage of moral cognitive development. 4.The experimental group showed a significant difference between the students' changes in the stage of moral cognitive development. 5.Affective curriculum proves to promote the students' moral cognitive development. Founded on the research outcomes, the researcher proposes several suggestions referring to teaching, school administration, parent-teacher cooperation and future research： 1.Teachers are suggested to design and compile the courses in accordance with the theory of affective education and the principles of compiling the curriculum. 2.Putting affective curriculum into practice can promote the students' moral cognitive development. 3.Teachers and researchers should emphasize the importance of the students' feedback and the teacher's reflection about affective teaching in order to revise affective curriculum. 4.Teachers and researchers should expand the discussion of various factors on the effects of moral judgments. 5.Teachers and researchers should establish the research team to assist in moral judgments. 6.Researchers should expand the number of samples for research. 7.Researchers can add the interviews of classroom teachers, parents or administrative staff to the data of qualitative analysis in order to have better understanding of students' affective learning and moral cognitive development. 8.Teachers and researchers should design the affective curriculum in accordance with the educational theory and do relevant research. Finally, teachers should devoted themselves more to the research and promotion of affective education to build up students’ affective learning and moral cognitive development.情意教育情意課程情意教學道德認知發展affective educationaffective curriculumaffective instructionmoral cognitive development