本研究旨在探究康德與孟子對於「道德判斷之根據」的論述。首先討論康德在前批判時期的道德思考歷程，發現其思考兼具理性主義和經驗主義之色彩。但到了〈論感性世界與智思世界的形式及其原則〉一文發表，康德已經確立兩重世界觀，將倫理學領域歸屬在智思世界。在批判時期，康德明確地以「道德法則」為核心，而將其視為倫理學上最後的評斷規準，其中，康德談論了諸多人類不同的心智狀態，俱是其論道德判斷之根據的不同說法。復次，在孟子哲學方面，本研究將其定位在「一接續人心與他者、萬物、天地間之歷程」。第三，關於康德與孟子之對比下，本研究以兩種模式作為對比之進路：一是「文化類型」；另一是「生活世界」，結果指出，可以「基督宗教倫理觀影響」和「存有的相契與連續性」作為兩者道德思考的關鍵性因素。基於以上所述，本研究嘗試說明康德與孟子哲學之道德教育意義及其限制性。 / This thesis studies the ground of moral judgment of Immanuel Kant and Mencius. I'll divide it into three parts. In the first part, I attempt to explicate the process of moral thinking of Immanuel Kant in his pre-critical period. In this period, it is proved that both idealism and empiricism are included in his thinking. After the paper On the Form and Principles of the Sensible and the Intelligible World (Kant, 1770) was presented, Immanuel Kant firmly established the theory, dualism of world, in which the sphere of ethics is classified under an intelligible world. After that, in his critical period, the moral law is much emphasized and considered the last standard for ethic judgment. Besides, it is also indicated that there are many different states of human mind underpinning the distinct statements of what the ground of moral judgment is. In the second part, the moral thinking of Mencius is under discussion. Mencius argues that there is a process of human mind connecting others, all things on earth and heaven and earth. In the third part, I try to compare Immanuel Kant with Mencius by two approaches: “cultural type” and “life-world.” The conclusion is drawn that the impact of ethical viewpoints of the Christian religion and the connection and continuity of being are the crucial factors in their moral thinking. Therefore, on the basis of the mentioned above, the implication and limitation of moral education of Immanuel Kant and Mencius are explained.

本研究旨在瞭解臺北市國民中學校長道德領導與品德教育推展策略之現況，並分析教師人口變項、校長人口變項、學校環境變項在校長道德領導以及學校品德教育推展策略的差異情形，最後探討校長道德領導與學校品德教育推展策略之關係。 本研究以問卷調查法為主，半結構訪談為輔。問卷調查法以自編「國民中學校長道德領導與品德教育推展策略調查問卷」（內含基本資料、校長道德領導量表與學校品德教育推展策略量表）為工具，以臺北市之公立國民中學教師為研究對象，分層隨機抽取22所學校，共發出問卷476份，回收444份，有效問卷420份，有效回收率為88.2%。所得資料以描述性統計、ｔ考驗、單因子變異數分析與Scheffé事後比較、Pearson’s積差相關、多元逐步迴歸分析等統計方法進行資料分析。並依正式問卷調查的結果，歸納相關的問題，設計並確定訪談大綱，做為訪談的依據，實地訪談校長、主任、教師各2位，以釐清及延續問卷調查之結果，並藉由整理訪談文字資料、編碼歸類整理，綜合問卷調查與訪談資料，進行研究結果的分析與討論。研究結論如下： 壹、臺北市國民中學校長道德領導與學校品德教育推展策略之現況，均屬良好程度。 貳、在教師人口變項中，不同性別、服務年資、學歷、任教領域對校長在道德領導之感受，並無顯著不同；不同服務年資、學歷、職務在學校品德教育推展策略的感知上，並無顯著不同。 參、在校長人口變項中，校長不同性別在道德領導表現上，並無顯著不同；校長不同學歷在學校品德教育推展策略的表現上，無顯著不同。 肆、在校長人口變項中，校長不同年齡、學歷、擔任校長年資在道德領導表現上，具有顯著差異。其中以校長51～55歲、四十學分班結業、擔任校長年資3～4年者，道德領導表現較好。 伍、在校長人口變項中，校長不同性別、年齡在學校品德教育推展策略的表現上，具有顯著差異。其中以女性校長及51～55歲校長，表現較好。 陸、在學校環境變項中，不同學校規模的教師對校長道德領導及學校品德教育推展策略的感受，均具有顯著差異。其中以學校規模為49班(含)以上教師所知覺的程度較好。 柒、國民中學校長道德領導與學校品德教育推展策略之間，有顯著的正相關。 捌、臺北市國民中學校長道德領導對學校品德教育推展策略具有預測力。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、國民中學校長、相關教育人員以及未來研究的參考。 / This study aims to investigate the current development of principals’ moral leadership and strategies of character education enforcement in Taipei public junior high schools and to analyze the differences in teachers’ & principals’ personal variables and school environmental variables concerning principals’ moral leadership and strategies of character education enforcement. Finally, it explores the relationship between principals’ moral leadership and strategies of character education enforcement. This study em⥪loys the research method of questionnaire surveys and semi structured interviews. There were two survey tools used in the study, including Principals’ Moral Leadership Questionnaire and Strategies of Character Education Enforcement Questionnaire. Four hundred and seventy-six subjects are randomly selected from twenty-two public junior high schools in Taipei city. A total of 444 questionnaires was returned. Out of those, 88.2% was v⧗lid (420 out of 476). Valid sample data was analyzed and processed using the methods of description statistics, t-test, one-way ANOVA, Scheffé posteriority comparison, Pearson’s product-moment correlation and stepwise multiple regressions. The frame of the interview questions was designed according to the findings from the questionnaire. Two principals, two chairpersons, and two teachers were interviewed to clarify and extend the findings of the survey. Then, the dat⩍ retrieved from questionnaires and interviews were compiled, categorized, synthesized and analyzed. Following is the summary of the study: 1.The current development of principals’ moral leadership and the strategies of character education enforcement in junior high schools are both above the average. 2.There is no significant difference in teachers’ experiences of principals’ moral leadership in terms of gender, seniority, educational background and teaching ⫁ield; and, there is no significant difference in teachers’ recognition about strategies of character education enforcement in t⫡rms of teachers’ seniority, educational background and position. 3.Gender of the principal makes no significant difference in the performance of principals’ moral leadership; also, principals’ educational background makes no significant difference in strategies of character education enforcement. 4.There is significant difference in principals’ moral leadership in terms of principals’ age, educational background, and seniority. Principals get better scores o⭕ principals’ moral leadership are those who are aged between 51 and 55, finish 40-credit Continuing Education Program and have been on the position for 3 to 4 years. 5.There is significant difference in strategies of character education enforcement in terms of principals’ gender and age. Female principals aged between 51 and 55 get better scores. 6.There are significant differences in both principals’ moral leadership and strategies of ch⯄racter education enforcement to teachers from schools of different scales. Teachers serving in schools with and over 49 classes give better recognition to these two issues. 7.It shows significant positive correlation between principals’ moral leadership and strategies of character education enforcement. 8.Principals’ moral leadership demonstrates the predictability of strategies of character education enforcemeⰬt in Taipei junior high schools. This study is finalized at proposing practical suggestions based on the findings and conclusions to educational administration authorities, junior high principals, educators and faculty for further study and reference.

本研究旨在討論中國初中階段，7-9年級公民類教科書中品德教育的內涵，希望透過文獻探討了解中國初中公民教科書的發展及品德教育實施的背景，進一步分析中國政府期望培育的公民，其所需具備的品德內涵。本研究藉由內容分析法，採用量化的方式計算教科書中品德內涵及使用策略的次數及分布情形，同時輔以文獻探討的結果，進行質性的分析及討論。 本研究先進行文獻探討，提出當前中國品德問題的現象，以及各國將品德教育視為教育主流的趨勢，接著分析中國改革開放後對人才素質的重視，導出對初中品德教育實施之迫切。本研究以2003年通過的課程標準，「人教版」之《思想品德》及《歷史與社會》為研究對象，由中華文化的品德內涵以及馬克思主義、毛澤東思想及鄧小平理論等為主，輔以其他相關政策，發展出本研究之內涵類目，再根據專家編輯之類目修改之策略類目，由此展開初中公民類教科書之品德內涵分析。 本研究的結果如下： 1.依年級觀之，品德內涵分布呈現不連續。七年級重個體品德，八年級重人際及公民品德，九年級重公民品德；環境品德則散見於各年級課文之段落。 2.依主類目觀之，首重公民品德，次為個體品德；而人際品德分布比例偏低，環境品德明顯欠缺。 3.依次類目觀之，各有所偏重，呈現不平均情形。個體品德偏重自我概念，人際品德偏重尊重包容，公民品德偏重法紀概念，環境品德重視關懷環境。 4.教科書的品德內涵編寫符合學生年齡心智之發展，先是自身關係從個體、人際到國家社會，採「由近及遠」；次為內涵深度從個人觀念到公民知識，採「由淺及深」。 5.編寫策略方面，教科書中多用「提出問題」、「比喻及舉例」，較少使用「類推與歸納」、「相互對比」及「因果關係」。且依年級與主題差異，調整編寫策略，越低年級採用較多圖片，越高年級較多解釋說明。 / The study explores the content of character education in textbooks. The civic education textbooks of junior high school (from 7-9 grades) in China are regarded as object. First of all, the background and developing of the civic education textbooks could be understood through the reviewing of literatures. Secondly, different kind of character education contents that the citizens of China need could be analyzed. Thirdly, the numbers and distributions of character education contents and tactics we could be counted by the content analysis. The last but not the least, the results are analyzed and discussed by the literature reviewing. The study points out the appearing of the character education problems in China, and the trend of character education in countries. Then it exposes that government respects the quality of people, so they eager to implement the character education. The object of the study is the textbooks published by “people’s education press”, based on the course standard in 2003. The analytical table of contents is based on the Chinese traditional character education and the Marxism, Mao Zedong Thought, Deng Xiaoping Theory, and other important policies. The analytical table of writing tactics is based on the theory of professionals. According to two analytical tables, we begin to the study. The conclusions of the study are as follow: 1.According to the different grades: the 7 grade focused on self character, the 8 grade focused on interpersonal character, the 9 grade focused on citizenship character. The environment character is dispersed in the textbook. 2.According to main categories : the most important item is citizenship character, the second one is self character, the third one is interpersonal character, the last one is environment character. 3.According to the secondary categories: their distributions aren’t averaged. Self character focused on self-concept, interpersonal character focused on respecting and tolerating, citizenship character focused on the conception of law and discipline, environment character focused on caring environment. 4.The writing of the textbooks are following the tips: from person to the government, and from easy to hard. 5.The writing tactics of the textbooks: the main tactics are ”asking questions” and ”giving an example”; the least tactics are “reasoning and induction” , ”comparing” and ” cause and effect”. The lower grade prefers using photos and the higher one prefers using explanation.

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education