自古以來，教師深深影響學生，對其扮演重要角色，教師之人格與素養亦為教師專業能力之一。現今的教育與社會思潮和與以往不同，對於教師的角色期待也不停。以前注重教師的權威，現今，日漸重視教師具批判與關懷之素養。現今，人與人交流之機會更多，相互關懷方可使人際交流更佳，生活更美滿。本研究主旨為透過文獻蒐集與Noddings有關的資料，探討Noddings的關懷倫理學，並應用至教師圖像。首先，陳述本文的研究背景與問題意識；其次，探討Noddings關懷倫理學的思想淵源；再者，論述Noddings關懷倫理學之內涵；由Noddings關懷倫理學論教師圖像；最後，提出相關結論及與建議期對教育及未來研究有助益。

Teachers have always had a deep influence on their students, and they have an importance role in respect to being a source of professional competence in both moral integrity and self-cultivation and care. Mod¬ern education and social thought are different than in previous times, meaning that the role of the teacher has also had to constantly evolve to maintain pace. In the past there was an emphasis on the overall authority of teachers, today however, that authority has slowly been brought into question as there is a greater attention on the aspects of care. Today there are more opportunities for exchanges between people, and more oppor¬tunities for mutual care via better interpersonal communication, leading to a better and happier life for many. This research has collected data from Noddings' articles, and discussed the concepts of Noddings' ethics of care theories, and their effect of upon the role of the teacher. In this thesis, the author looked at the literary research background of Noddings' work. Secondly, the author investigated the ideological origins of her eth¬ics of care theories. Thirdly, the author discussed the meaning of ethics of care. Finally, the author wrote conclusions and recommendations for further beneficial work in this field of study.