| Summary: | 碩士 === 中原大學 === 企業管理研究所 === 102 === With the development of high-tech, quality of people's life has been improved significantly in the industrial society compared with that in the agricultural one. However, the development of abundant business has made it hard to restore the correspondingly caused environmental damages, and the common occurrence of swindle and asset stripping by businessmen in pursuing personal interest, without considering the interests of the whole society, has aroused common awareness of the ethical value. The development of ethics should be initiated from ethic education at schools. In the western educational circle, ninety percent of management related departments set courses in ethics, and take ethical education as the key subject of teaching, aiming to cultivate students to be excellent in character and learning. In the literature, it was pointed out that in Taiwan, ethical education is mainly focused on enterprise ethics, and that in other professional fields is attached with less importance. Obviously, there is considerable space for the development of ethics education in Taiwan. In addition, ethical subject belongs to a program of philosophy, thus it is difficult for teachers of non-philosophy profession to explore the abundant philosophical implications, and conduct self-study and teaching. Most researches place particular emphasis on teaching benefits of ethical education, or the related teaching contents and methods, and seldom consider for the core characters, teachers of the ethics course. Therefore, through learning the challenges and reflection of teachers in the course of teaching, this research is targeted to find out the challenges in teaching and how to react in the future, and to provide a reference for colleges and universities that are going to incorporate the moral education. In this research, the method of qualitative research was adopted, and teachers who just started teaching the professional ethics at Chung Yuan Christian University were taken as the objects of interview.
The research found that the new teachers who just started giving lessons of the ethics course, in addition to assisting the main teachers, have summarized the challenges of the new teachers in teaching the professional ethics course, including teaching methods, curriculum design, and workshops. The results show that the support of workshop for the main teacher is mainly reflected in assistance in lesson preparation, providing related materials and training on ethics course before starting class, helping the main teachers alleviate the difficulties in preparation; providing auxiliary assistance with the response key teaching method to arouse interest of students, and slightly improve teaching interactivity. Even so, the new teachers are still faced with challenges, mainly in sufficient control of the teaching contents and the interaction. On curriculum design, it is suggested that teaching should be given ahead of schedule, to help students get a more comprehensive view of the professional knowledge to be studied; moreover, the mode of small-sized class should be taken. According to the research results, and considering that currently a classroom incorporates 100 students, and most teaching emphasizes interaction, such as case teaching, while the teaching interaction is expected through lesson given by teachers, it is proposed to take the small-sized class in teaching. On the workshop, it is suggested that it should provide demonstration teaching, increase the number of relevant cases and the ethics textbook of non-business related profession, to help improve the quality of ethical education.
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