Neo-Kohlbergian「界定問題測驗」(DIT)暨國民小學教師道德判斷影響因素之研究

Abstract

本研究旨在探討探討Neo-Kohlbergian取向與Kohlberg理論之異同，以及運用Neo-Kohlbergian取向所發展出的「界定問題測驗」此一工具，來測量國民小學教師的道德判斷程度，並分析本研究之國民小學教師的道德判斷程度與其背景變項(教育程度、性別、品德教育課程參與)之顯著性。 本研究以文獻分析法與概念分析法處理文獻探討之章節，透過文本理解Neo-Kohlbergian取向與Kohlberg當時的文化環境脈絡，並釐清Neo-Kohlbergian取向與Kohlberg對「道德判斷」的定義。以描述統計、獨立樣本T檢定與變異數分析來處理相關數據，以達到本研究之目的，即國民小學教師的道德判斷程為何? 國民小學教師的道德判斷分數受背景變項(教育程度、性別、品德教育課程參與)影響之顯著性為何？ 本研究之研究結果如下： 一、 本研究之國民小學教師道德判斷程度P分數平均為38。 二、 國民小學教師教育程度影響道德判斷分數為不顯著。 三、 國民小學教師性別影響道德判斷分數為不顯著。 四、 國民小學教師參與品德教育課程影響道德判斷分數為不顯著。The main purpose of this study is to explore influencing factors between elementary school teacher and moral judgment. First it illustrates the differences and similarities between Neo-Kohlbergian approach and Kohlberg’s theory. Second, it uses the DIT(Defining Issues Test，DIT) to measure the P scores (principled morality score ) of elementary school teacher. Finally, it analyzes significant test between elementary school teacher P scores and background (Educational Status,Gender and moral studies course ). This study mainly uses document analysis and concept analysis to understand the context and definition of Moral Judgment. Using Descriptive Statistics, T-test and ANOVA to achieve three purposes above. Thus we can realize the relationship between elementary school teacher and P score average, and the significant test result between elementary school teacher P scores and background (Educational Status ,Gender and moral studies course ). The results of this study are as follows: 1.The P score average of elementary school teacher is 38. 2.There isn’t a significant difference between Educational status and P score. 3. There isn’t a significant difference between gender and P score. 4. There isn’t a significant difference between moral studies course and P score