促進國民中小學學生道德發展教學實驗研究

本研究之主要目的在探討「討論與角色取替」教學法對促進國民中小學學生道德認知發展之可能性，並編製一套適用於我國兒童及青少年之道德判斷測驗。實驗教學部分之研究對象包括96名國小六年級學生及192名國中二年級學生；測驗編製部分包括516名國小四年級至高中二年級學生。本研究實驗教學分為國小六年級及國中二年級二部分，前者採用「實驗組控制組前測末測計」，後者採用「Solomon四組設計」；測驗之編製首先進行預試及項目分析，其次進行信度及效度考驗，最後再求得暫時常模。茲將本研究所得結論摘述如下： 1.道德認知發展論是一個較新的研究領域，其理論雖尚在繼續修正中，但從以往所進行的橫斷與縱貫研究中，可發現Kohlberg道德認知發展理論及根據其理論所編製的道德判斷測驗之可行性，已獲致充分支持。 2.依據Kohlberg道德認知發展理論，並配合我國文化背景編製的道德判斷測驗，其時間之穩定性、內部一致性、及評分者信度均尚佳，其預測效度及建構效度亦獲致多項研究結果的支持，故為評量我國兒童及青少年道認知發展水準之有效工具。然因此項之評分工作較費時，尚未建立全國及各地區之年齡（或年級）常模，有待其他研究者共同建立。 3.以兩難故事為教材，並在原班級之情境下採用討論和角色取替兩種教學法，確較傳統之公民與道德教學更能促進國中與國小學生道德認知之發展。研究者以為如能在國內其他地區進行同樣的實驗，將來推廣之可能性甚大。 4.教師本身對道德認知發展理論了解之程度，似亦為影響實驗處理效果之重要變項。本研究雖未將教師變項納入實驗設計中，但事後發現教師本身對實驗結果可能亦有顯著之影響。今後所進行之實驗，可將教師變項納入設計中。 5.國中階段實施道德認知教學其效果似優於國小階段。國中階段的學生已有多數人具有形式操作之能力，如施以道德認知教學，其進步之情形較為顯著。 6.測驗與實驗處理對於教學效果具有交互作用之影響，故實驗結果之推論要特別小心。本研究發現此種交互作用效果非常顯著，然因與教師變項影響相混，故不易推論交互作用效果影響之程度。故研究者建議今後所進行之實驗研究，應將「教師變項與實驗處理之交互作用效果」，及「測驗與實驗處理之交互作用效果」分別分析。

The purpose of this study is an attempt to revise a moral judgment test for Chinese students and to investigate the effects of classroom discussion and role-playing on students’ moral development at the elementary and junior high school levels. the sixth grad study was a pretest-posttest control group design of 96 students， while the eighth grade study used a Solomon four-group design involving 192 students. thirty dilemmas of Kohlbergian style were presented for classroom discussion and role-playing over a period of eight months. the control group received traditional moral education by the lecture method. The major findings of this study are stated as follows: 1. Three methods were used to find the reliability of the revise moral judgment test. the test-retest reliability for total test was .70， the alpha coefficient was .89， and the scorers’ reliabilities for the total test were in a range of .68 to .78. Three methods were used to find the test validity. The correlations between MMS (Moral Maturity Score) and the grades of Moral Education were .40 at the 6th grade and .38 at the 8th grade， the moral development of the subjects showed an apparent age trend， the correlations between MMS and IQ were between .26 and .29. 2. the interpretation of the results must be carefully evaluated as there were significant interaction effects between test and experimental treatment on the Solomon four-group design. 3. Discussion and role-playing accelerated the moral development of Chinese students. The 6th grade experimental groups’ posttest outcomes mean (295.60) was significantly higher than the control group (287.13)， also the two experimental groups (358.17) of the 8th grade were significantly higher than the two control groups (295.34). 4. the teacher who understood the Kohlbergian theory was a positive influence on students’ test outcomes. There were two teachers who teach different experimental classes，-one of them had received long term training of Kohlbergian theory and teaching methods， and the other had received only a two week period of training. The posttest outcome of the highly trained teacher was significantly higher (P