A case study on the moral curriculum and instruction ofelementary education in Taiwan and Japan

• Main Authors: ITO KEN, 伊藤健
• Other Authors: Huang, Chuen-Min
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/66448396456365250246

碩士 === 國立臺灣師範大學 === 課程與教學研究所 === 103 === The major purpose of this study was to explore the differences and similarities of moral education on the issues of teacher’s moral educational perspectives, moral curriculum, moral instruction, and moral environment between Taiwan and Japan. The educational systems of Taiwan and Japan have been changing along with the rapid social changes. Taiwan’s and Japan's culture, environment, education and language are different from each other, yet both are facing with an important issue on educational and curriculum reforms, that is “how to implement moral education.” In Taiwan, moral lesson was no longer a separate subject, but integrated into the teaching of all subject domains after the curriculum reform for Grade 1-9 implemented in 2001. However, it has aroused controversy on “integrating or disappearing” moral education under the prevailing atmosphere of credentialism.In Japan, the period (1998-2010) of “relaxed and ample education” (not so tight education) was a very representative curriculum reform for moral education.However, it was ended in 2010 because the bullying and high suicide rate and other social problems cannot be solved, and also because of the declining of PISA ranking. The moral lesson has been considered whether to be established as a formal subject in the future. Both Taiwan and Japan take moral education seriously, but the moral education outcomes appear differently because of different social, cultural contexts, and curriculum and teaching methods. This study adopted a case study approach of qualitative research via classroom observations, teacher interviews and documentary analysis providing significant information to achieve the research purpose. The participants include two classroom teachers and students of grade 6 at Taiwanese and Japanese elementary schools. This study first reviewed the moral educational perspectives of Taiwanese and Japanese teachers, and then analyzed moral curriculum, moral instruction, and school moral environment. Finally, this study provided some suggestions for Taiwanese and Japanese moral education and further research based on the findings. 　　This study revealed five main findings including: (1) the moral educational perspectives of Taiwanese and Japanese teachers are culturally different; (2) the moral curricula of Taiwan and Japan are different in all-subject integrating or single moral subject including; (3) the foci of moral instruction of Taiwan and Japan are different in moral knowledge or moral practices; (4) the school moral environments of Taiwan and Japan are highly similar; and (5) the moral atmospheres of Taiwan and Japan societies are different in individualism orientation or collectivism orientation.