隨著九年-W課程的W施，正式課程中原有「生活與倫理」、「公K與逍德J 等科问不再存在，代之而起的足融人在七大箏丙領域、六大说題教育等之中有 關倫理或逍德的課程與教嗲，如此一來，道德或倫坪教育的品質处否每下愈況、維 持不墜或後來居上呢？此外，教育部推勑〈品德教行促進方案〉，各縣市政府教育 局(處)或矜級嘐校也摊此方案進行神神品德教育活動*其中各縣ili或各校之間俘在 許多差異成W至爭議的地方。有鑑於此，本文筲先討論當代品格教ffiffl遇到的問題 與挑戰，隨之閬述Aristotle德行倫现嘐的®要主張，接著從Aristot丨e德行倫理嘐 1»1應當代品格教育的間逝與挑戰，W後丨W發前述探究對我W品格教行的啟示• Sil些 啟示包括：考W到任何人多少都嬰經丨M的經驗领域，挑選並協助少涔荇培找㈨嫂的 好品格或德行；扪緊人忡》丨能的fiSiifi性，在情慾、行動與抉擇万Wifli上賦予各例 好品格或德行適當的內涵；品格教育教學上習惯《成與理性教裨必須在各神W踐活 動中相互融合；Aristotle德行倫理嘐在品格总篯、品格與人性的關係、品格對押.想 人生或理想社會之重嫂性等方面的W解，提供W徴性探究必嬰的坫礎認識，也能補 足品格教汽宵徴性探究h的不足•

With the implementation of Grade 1-9 Curriculum, the previous formal subjects of ”Life and Ethics”，"Civics and Ethics' exist no longer and are replaced by the instruction and curriculum of ethics or morals infused in "Seven Learning Areas” or '’Issue-based Education”. Therefore, it is wondered whether the quality of moral education or ethical education is getting worse and worse, maintained or improved. Apart from this, each municipal/county government and schools at all levels carry out various activities of character education in accordance with "Guidelines for Facilitating Character and/or Moral Education Programs” advocated by Ministry of Education. However, many variations or even controversies can be found in these activities of character education. In view of the aforementioned observations, in the beginning，the problems and challenges faced by contemporary character education are discussed in this paper. Next, the vital ideas of Aristotle's virtue ethics are expounded. Then, the responses of Aristotle’s virtue ethics to the problems and challenges faced by modern character education are presented. Finally, the inspirations from the above study for character education are elucidated. These inspirations are as follows: taking the fields of experiences which nearly everyone will encounter into consideration, to choose and help learners to cultivate the necessary good characters or virtues; sticking to the possible universal commonalities of human nature, to endow the aspects of desire, choice and action of each good character or virtue with adequate connotations; to combine habituation and rational teaching in the practical activities of teaching in character education; from the crucial viewpoints put forward by Aristotle’s virtue ethics concerning the meaning of character, the relationship between character and human nature, the significance of character for ideal life or ideal society, to supply empirical studies with necessary foundational recognition and to make up for the deficiency of empirical studies in character education.