我國國小「生活與倫理」課程在1968年開始設置。1968年和1975年分別訂定課程標準，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。1987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。《生活與倫理》教科書在這次改編中，納入許多新的形式，注入了新的德育課程觀。本研究透過對1987年改編本教科書編輯者的訪談，以及相關文本的分析，梳理出此一改編本的新理念與作法，包括：一、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；二、透過生活化情境的課文，引導學生省思日常倫理問題；三、重視兒童經驗與興趣，配合兒童身心條件；四、關心新的倫理議題；五、課文文本形式與體裁多樣化；六、多元的教學與學習方式。這些新特色使《生活與倫理》教科書有了嶄新的內涵和方向。

Life and Ethics, the moral curriculum for elementary schools, was established in 1968. The 1968 and 1975 Curriculum Standards for this subject emphasized the indoctrination of values of traditional ethics and the cultivation of habits consistent with a moral life. They treated ethics as fixed and eternal verities. In 1987, because of political liberalization, the government was urged to reform all irrelevant institutions. The Ministry of Education commenced revising the textbooks of elementary and secondary education according to the principles of adequacy and rationality. The revised edition of Life and Ethics adopted new layout and content. At the same time, it contained an utterly new philosophy of moral education. By interviewing authors of the 1989 revised edition and analyzing relevant texts, this study investigates the new philosophy and creative layout. The most significant feature of this edition is that it places emphasis on thinking and judging moral issues, rather than committing moral norms to memory. Furthermore, most texts are narratives of ordinary life stories relating to morality. The authors devise this layout to lead pupils to think critically about moral issues.

生活與倫理;道德課程;課程觀

Life and Ethics; moral curriculum; views of curriculum