本研究乃針對筆者於大學所開設通識課程「多元視野的道德判斷」(97-99學年度三次開課)的歷程與結果，以教師為行動研究者的角色，且以學生自陳學習經驗與感想為主軸，運用質性分析方法加以探究與反思，並剖析本課程對於大學生的道德判斷知能是否有所提升。研究結果顯示：學生所習得且詮釋的課程目標，充分彰顯其道德判斷知能邁向更為成熟階段，包括判斷頇以思考為核心，時時反省修正和批判；要公正理性客觀且有包容與同理心；拓展視野且強化國際觀與對社會的責任；以及體認道德判斷是重組經驗、動態辯證、追求多元真理與道德智慧的歷程。其次，本課程實施方式成為提升道德判斷知能的關鍵，包括多類型的課堂討論與對話、正反俱呈且理性批判的議題論辯、生命故事與科普書籍的引介、教學多媒體資源與網路平台，以及校外參觀道德議題相關機構等。最後，本研究提出道德判斷相關知能納入通識課程的反思與建議，並期望藉此展現個別化課程的教學歷程與結果，得以促進大學品德教育品質的提升。

By this research I want to understand if a course of general education entitled, ‘Multiple perspectives on Moral Judgment’ can improve moral judgment capacity of university students. The teacher, also the researcher, conducted an action research and applied qualitative method to analyze learning experiences of students who took the course for one single semester during the academic years from the year of 2009 to 2011. The research results revealed that the course promoted students’ moral judgment development, particularly their abilities to think independently and critically, to show reason, tolerance and empathy, to brace a global perspective and recognize local responsibilities, and to reorganize and reflect on their own value systems. In addition, the researcher applied several strategies during the course, which proved effective in improving students’ moral judgment capacity. These strategies were open for discussions in class and website, debates on social issues, introductions of distinguished people’s life stories, multimedia and extended novel readings, and field trips to human rights organizations. Finally, the researcher provided numbers of implications and suggestions on character and moral education and general education at university level as well.