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篇  名 我國學童道德判斷之研究
並列篇名 A Study of Chinese School Children's Moral Judgment
作  者 蘇清守
發表期刊 國立臺灣師範大學教育研究所集刊
出版年份 1972 年
卷  期 14 卷 0 期
頁  次 p.271~366
關鍵字
語言別 中文
中文摘要

英文摘要

Man is a social as well as rational animal. Consequently, he constructs a generally accepted moral code for his social life; and in addition, he believes in the moral code and conducts himself morally in accordance with he dictate of reason. Both moral cognition and moral practive a e of major concern in moral education but the ultimate ideal of moral education is and ability to distinguish right from wrong and good from evil on the basis of critical thinking and independent judgment.
Since an understanding of the characteristics of moral judgment special to Chinese school children is conductive to the improvement of moral education, this writer has chosen at random 160 students subjects of a test. The students of average intelligence and including both sexes, are in the 1st 3rd, 5th and 7th year. The study employes the story-telling test devised by J. Piaget as testing material and employs the clinical approach as testing method. The study includes the ideas of 1)moral realism, 2)expiatory punishment and punishment of reciprocity, 3)immanent justice, 4)individual responsibility and collective responsibility, 5)retributive justice and distributive justice, 6)equality and authority and 7)justice between children.
The results of the test are as follows:
1)Moral judgment of Chinese school children of both sexes does not reach a statistically significant level of difference a sign that no difference in material or method can be found in the moral education of the school children of both sexes provided these children are of the same intelligence level, from the same socio-economic stratum and under the influence of the same cultural heritage.
2)Moral judgment has its sequence of development, e.g., from objective responsibility to subjective responsibility, from expiatory punishment to punishment of recipiocity, from retributive justice to distributive justice and from authority to equality.
3)The ideas of immanent justice and collective responsibility are found among remarkably high percentage of school children of all age groups, a proof that Chinese culture is influenced by joint responsibility and the idea tha "both good and evil have their respective inherent reward or punishment".
4)Among school children in the age group of 7 years old inclination is to word subjective responsibility, punishment of reciprocity, distributive justice and equality, a sign of Chinese school children's moral precocity.
The following are some suggestions with reference to education:
1)In educational aim development in moral cognition and judgment should be stressed.
2)Moral education should be implemented according to the sequeuce in the development of moral judgment.
3)Cultivate moral qualities in the midst of social life.
4)Reinforce the cultivation of autonomous morality, individual responsibility and critical thinking.

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