| Summary: | 碩士 === 國立臺北教育大學 === 教育傳播與科技研究所 === 95 === The moral education was different from the general discipline teaching, and was unable to let the student thoroughly understood the significance and value of moral through the class narration. In addition, the moral education also was unable to use the written records examination to comment the quantity of student's morals realizes whether promoted. However, learning was not a one-time event. Educators endeavored to help students become self-motivated and self-directed learners.Researcher applied motivation principles to design a set moral teaching curriculum which was suitable for first grade students' cognition experience of life and the cognition degree. The design of an instructional message was not complete without considering its motivational appeal. The extent to which an instructional stimulus would be received, acquired, and applied depends on the students’ willingness to learn and perform in addition to his or her ability to do so. The curriculum excepted to achieve teaching of moral education goal, and hoped for confirming motivation principles applicability.The present research found students of first grade were usually most interested in things that were related to their existing knowledge and skills, and persistence in learning activities was enhanced if learners attributed their success to their own effort and ability. In addition, to give print courseware a comfortable image and use a readable writing style maintained learner attention and increased confidence. However, motivation should be considered throughout the design and development process, not just as an embellishment, otherwise its effect could be only restricted in obtains students' attention, was unable to achieve the promotion consciousness and the understanding level.The present research also found that through educators’ careful observation, guidance provision of clear information and informative feedback, and learners’ thoughtful practice, good teaching materials can improve learners’ cognitive understanding and development to a large degree. Moral education, however, is unable to immediately achieve the desired outcome. Learners develop moral ideology gradually, through implicit influence from the environment. Parents and teachers should continuously provide positive and long-lasting lessons through example, instead of expecting prompt change from the learner, so that the journey to moral practice will not be protracted.
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