論J. F. Herbart德育理論做為融入式 道德教育在教學上的依據
J. F. Herbart’s Moral Education Theory as the Basis for an Inclusive Moral Education
- 關鍵字：
- 管理、教育性教學、訓育 / government, educational instruction, discipline
第五十三輯．第三期 - 2007-09-30
偏遠國中教育機會不均等問題 與相關教育政策初探甄曉蘭
The Issues of Inequality of Educational Opportunity in Rural Junior High Schools and Related Educational Policies: A Preliminary InvestigationHsiao-Lan Sharon Chen
論J. F. Herbart德育理論做為融入式 道德教育在教學上的依據朱啟華
J. F. Herbart’s Moral Education Theory as the Basis for an Inclusive Moral Education Chi-Hua Chu
E. Levinas「為他」倫理學及其德育蘊義張鍠焜
E. Levinas’ Ethics of Responsibility-for-the-Other and its Implications for Moral EducationHuang-Kun Chang
德國文化教育學在中國的接受與轉化 ──兼述其在日本的傳播劉蔚之
Reception and Transformation of German Kulturpädagogik in China and its Interpretation by Chinese Scholars Wei-Chih Liou
- 摘要
- 英文摘要
- 參考文獻
- 全文下載
臺灣在九年一貫課程改革之後，取消單一設科，改以融入式的方式進行道德
教育。面對這種轉變，本文試圖由J. F. Herbart（1776-1841）德育理論中的管理
（Regierung）、教育性教學（erziehender Unterricht）以及訓育（Zucht）著手，試
圖指出，透過管理可以形成學生守秩序的習慣，由教育性教學可以喚起學生關注
道德議題的興趣，而訓育則能將這種興趣，進一步轉化為學生實踐道德的意志。
所以藉由管理、教育性教學及訓育三者的連結，可以為融入式道德教育，提供在
教學上的依據。
After the Grade 1-9 Curriculum Reform in Taiwan, moral education is no longer
taught as a single subject in schools. What is currently practiced is a form of “inclusive”
moral education. In light of this change, the author investigates J. F. Herbart’s
(1776-1841) ideas on government, educational instruction, and discipline in an attempt
to explore the implications of an inclusive moral education. Herbart’s ideas on government
may be used to help students form the habit of obeying rules; his ideas on
educational instruction may be used to motivate students’ interest in moral issues; his
notion of discipline can help transform students’ moral values into a strong will to
moral action. Therefore, by integrating Herbart’s ideas on government, educational
instruction, and discipline, the author offers an instructional basis for an inclusive
moral education in Taiwan.
