品德教育雖在課程改革中自正式課程化為潛在課程，但是其仍是學校課程的核心。而國內外研究顯示，敘事適宜作為認知世界或是形塑個人自我途徑，另外以敘事作為品德教育教學則有助於提昇學習興趣與成效，職此，師資職前師資生應了解並具備規劃品德教育敘事教材的知能。本研究旨在引導師資職前師培生發展國小中年級之品德教育敘事教材，以統合教育專業知能。研究對象為屏東教育大學教育學系修習專題研究之學生，方法為行動研究取向。本研究經省思歷程與成果，據而提出結論如下：(1)實作取向之「做中理解」培育課程有助於統合職前教師之教育專業知能與想像之學習。(2)本研究所發展之品德教育敘事教材兼具心理、文化、美學與教育學特質，著重與生活經驗之聯結與省思。(3)教材研發知能培訓之時間不足及資源整合為其困難之處；品德教育敘事教材發展的相關理論、評鑑規準與敘事形式等仍有待持續研發。

Although the position of character education in school education became a hidden curriculum after curriculum reform, it continued to be a key objective of school curriculum. From the evidence of research, stories as a curriculum and instruction strategies help students understand more about the real world and how to shape their self-identity. More importantly, they also prove that the values of stories are able to promote the motives and effectiveness of learning. From the previous points, pre-service teachers should cultivate the capability of planning character education materials in a narrative. The main purpose of this study is to develop the narrative-based character education subject material for 3rd to 4th grade elementary school students in order to integrate the educational profession intelligence of pre-service teachers. An action research approach was conducted. The conclusions and suggestions were provided as follows: 1) The performance approach of pre-service teacher education which puts emphasis on ”understanding by doing” and how it helps to promote the professional intelligence of education and the learning about imagination. 2) The characteristics of narrative-based character education subject material developed were as follows: psychological, cultural, aesthetic, and pedagogical domain. And the relation to live experiences and reflection was the highlight of the product. 3) There were two major difficulties in developing the subject material in training time and the integration of resources; there should be a further research for the rationale, criteria of evaluation, and form of the narrative.