| Summary: | 碩士 === 國立高雄第一科技大學 === 應用日語研究所 === 100 === Moral education in Japan has been implemented since the late Tokugawa Shogunate one hundred years ago. The studies on its history or philosophy have left a lot of valuable academic effects not only in Japan but also in Taiwan. However, only few scholars or experts have talked about reading materials of moral education. In my opinion, to explore the essence of reading materials should considerably improve the effectiveness of moral education.
This study aims to explore reading materials of moral education. First, the history of ethics education in Japan is examined in order to understand its development of reading materials after the World War II. And then I discuss the importance of moral education to demonstrate its appropriate definition, key elements, characteristics and functions of reading materials. Finally, I analyze the reading materials released by 9 publishers in 2010, and try to look into the methods and the principles of reading materials adapted or compiled by teachers themselves.
My study has found that the textbooks of Social Studies shortly after World War Ⅱwere the prototypes of reading materials of today. In publishing reading materials of moral education, the role of that the Ministry of Education plays has changed from its predominant role to a ministrant one. Nowadays, reading materials that private publishers circulated have become mainstream. They place an emphasis on raising pupils’ independent thinking, instead of instilling moral directly. Reading materials should include three key elements and five characteristics. The three key elements contain “people, things, time, places, objects”, “target value”, and “characters’ moral feelings.” The five characteristics comprise the qualities of literature, variety, freedom, conflict and twist. The ultimate goal of using reading materials is to cultivate a pupil’s sense of moral. Besides, of all the reading materials, the conflicting materials are the best to improve pupils’ judgment.
The private versions of reading materials in 2010 reflected indirectly Japanese highly collective consciousness. The reading materials whose subjects are about Nature and nobility are the most difficult to understand, and their amount is the least. In addition, according to the pupil’s individual differences, teachers have to moderately adapt or compile reading materials. If all kinds of materials can complement each other, the maximum effectiveness of moral education will be achieved without fail.
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