[[abstract]]This study aims to investigate the curriculum of conscience cultivation in life education in terms of teaching materials, the process of teaching, the responses of teachers and students, the current situation as well as the effects and limitations of the practice. In order to achieve the purposes of this study, the researcher first reviewed the literature about the relevant issues, and then analyzed the practice of the curriculum of conscience cultivation in one high school of Taichung by observing, interviewing and conducting a questionnaire survey. According to the results of data analysis, major findings are summarized as follows: 1. The students in this study feel resistant to the title of “conscience cultivation”. 2. The learning effect of the students depends on whether they are interested in the curriculum. 3. There is little discussion on the underlying concept of conscience between the teacher and students. 4. If the teacher is too subjective in teaching, the students may think that they are forced to learn. 5. The atmosphere in class influences the learning mood of the students and their willingness for discussion and participation. 6. The constraints of the curriculum itself increase the difficulties of teaching. 7. The effects of teaching are influenced by time limitation. 8. It is not easy for the teacher to manage a class with a large number of students, which influences the quality of teaching. 9. The curriculum, as a whole, places too much emphasis on good and bad behaviors, which somewhat neglects the psychological factor of people. 10. The teacher’s teaching belief and attitude toward the curriculum influence the learning of the students. 11. In response to the topics for discussion, the students tend to take a self-centered attitude and are more emotionally oriented. 12. The support from school members is the driving force of the practice of such a curriculum. 13. Discussion is open to all school members so that they can cooperate with one another very well. 14. Family members play an important role in the process of learning of the students. 15. The education policy and external environment can’t be ignored. Based on the findings in this study, there are some suggestions for teaching, teaching materials and the school administration as a reference for the administration and people that involve the curriculum of conscience cultivation. Finally, according to the limitations of this study, some suggestions are provided for future research. It is hoped that this study can stimulate more studies on this issue for a better understanding and development of the curriculum of conscience cultivation. 1. For teaching materials (1) The teaching of conscience should begin from childhood. (2)The curriculum should be titled according to the view that conscience is inherent. (3) The issues for discussion should be related to the life of students. (4) Human nature and real-life factors should be taken into consideration. (5) Teaching materials should provide more chances for students to practice carrying out conscience. 2. For teaching (1) The teaching of conscience should begin from the introspection of students. (2) The learning interest and motivation of students should be aroused. (3) Discussion should be made on the underlying concept of conscience. (4) Emotional needs of students should be emphasized. (5) Teachers should allow different opinions from students instead of being too subjective in teaching. (6) Students should be encouraged to read and discuss after class. (7) Teachers should employ timely reward and punishment as well as adequate classroom management. (8) Time for teaching should be sufficient. (9) The number of students in a class should be reduced. 3. For the school administration (1) A channel for teacher training should be provided. (2) The school administration and teachers teaching other subjects should also be responsible for the practice of the curriculum. (3) A special organization should be set up to deal with conscience education as well as to provide more techniques and resources. (4) The force from families and from the society should be combined. 4. For future research (1) More issues should be covered in the study of the curriculum of conscience education. (2) There should be a larger number and a greater diversity of subjects. (3) Male subjects should be included. (4) Relevant studies should be carried out in a long period of time.
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