本研究目的在探討道德議題反思教學提升國中學生道德思辨與道德行動力之成效。本研究採用準實驗研究法選取高雄市某國中一年級29位學生為實驗組，參與「道德議題反思教學課程」，選取29位國一學生為對照組，參與「講授式道德課程」。研究者使用「道德認知量表」、「道德思辨與行動力情境題測驗」、訪談大綱及學習單等研究工具進行分析。研究結果顯示：（1）道德議題反思教學能顯著提升實驗組學生的道德思辨與道德行動力；（2）差異化教學策略能有效提升不同道德認知程度學生的道德思辨與行動力表現。本研究結果可作為道德教育研究之參考。

The purpose of this study was to explore the effects of a reflective-thinking on moral issue taught in a junior high school for students’ moral thinking and moral action. Twenty-nine 7thgraders were selected as participants in a “reflective-thinking moral issue teaching course,” serving as the experimental group (EG); another 29 in a "didactic-teaching moral course," serving as the comparison group (CG). Tools like "Moral Cognition Scale," "Contextual Test of Moral Thinking and Moral Action," interview protocol, and study sheets were used to analyze the data collected. Finally, the results showed that (1) The reflective-thinking moral issue teaching model could significantly enhance the EG students' moral thinking and moral action; (2) Differentiated teaching strategies, at the same time, can also effectively improve students’ moral thinking and moral action though who held different levels of moral cognition. These results can be used as a reference for moral education research for future studies.