Empirical research about the curriculum and teaching methods of moral education which are consistent throughout secondary education

本研究旨在探讨中学德育的课程设置与教学方法。本研究的特点是：(1)将高中阶段的道德教育巩固为初中之后的中学教育；(2)基于对大学生的调查和对高中的调查访问进行实证研究；(3)从阶段衔接的角度参考大学教师的培训。主要发现如下：(1)应更加关注从小学到初中阶段的青春期中断。由于初中生和高中生都处于青春期，中学道德教育需要系统地构建。(2)为了验证高中道德教育课程和教学方法的有效性，必须处理好规范意识高涨、促进学生社会独立等当代问题。高中教育需要一个以道德教育为核心的时间，这是整合学校所有教育活动中的道德教育所必需的。初高中学生应该根据自己的经历思考自己的生活方式。(3)教师应该从与初中道德教育的连续性、哲学基础知识以及对当今伦理问题的积极探究等多个角度来审视高中道德教育。(4)在教师培训方面，强调对人的存在的更深层次的理解，对儿童成长的更广泛的了解。促进学生对如何作为人的生活方式的质疑应从小学到中学及以后始终如一地进行。

The purpose of this research is to explore the curriculum and the teaching method concerning moral education at the secondary education level. The features of this research are: (1) to consolidate the moral education of senior high school education as secondary education following junior high school education; (2) to perform empirical research based on a survey for college students and an investigative visit to high schools; (3) to refer to teacher's training at universities from the viewpoint of articulation between school stages.The major findings can be summarized as follows :(1) More attention should be given to the discontinuity specific to adolescence when shifting from elementary school to junior high school. Because both junior high school students and senior high school students are in adolescence, the moral education of secondary education needs to be constituted systematically.(2) For validating the curriculum and teaching methods of moral education in senior high schools, it is necessary to manage contemporary problems such as the upsurge of normative consciousness and promotion of students' social independence. Senior high school education needs a core time focused on moral education that is required to integrate moral education from all the educational activities of school. It is important for junior and senior high students to think about their own ways of life based on their own experiences.(3) Teachers should examine the instruction of high school "ethics" from various standpoints such as the continuity with moral education from junior high schools, the basic knowledge of philosophy, and the active inquiry into today's ethical issues, etc.(4) Concerning teacher's training, it is important to emphasize deeper understanding of human existence and more extensive knowledge of children's growth. The promotion of students' questioning of how to live as human beings should consistently occur from primary through secondary education and beyond.