青少年是人類重要的發展階段，具有很多特有的心理特徵和發展的任務。由於道德是青少年社會發展的重要部分，因此本研究的目的在於幫助教師瞭解更多的道德理論，更基於青少年的道德發展，藉以改進道德教學，以及設計有效的道德教學的方法。 教師需要幫助學生思考別人的感受（擬情作用），以及他們所擁有的友誼之信念，和他們要思考自己與別人所應該有的行為。當一位教師不僅要關心學生的學業成就，也要告訴他們尊重別人的感受，瞭解朋友的意義，而且能以道德上可被別人接受的方式來對待他人，重視學生全人格的發展。 這研究是描述許多的道德理論及其在教育上的應用，這些道德發展理論是根基於對”道德”的中心論題有不同的界說。因此，教師必須整合不同的道德發展理論，發展課程計畫助長學校裡的學生具有誠實、服務、自治、友情、民主的美德，以及其他的道德情操。

The adolescence is a critical stage of human beings, and it has many special mental characteristics and developmental tasks. Morality is an important part of social development in adolescence, so this study aims to help teachers to understand more moral theories, to improve moral instruction and to design effective moral teaching methods, which are based on the moral developments of adolescents. It is necessary for the teacher to help students think about others’ feelings （empathy）, their own belief about friendships, and the way how they think and other people should behave. As teachers, they concerned not only about their students’ academic achievements but also their other aspects such as their behavior. They expect their students to respect the feelings of others, to understand what it means to have friends, and to behave in morally acceptable ways. This study describes several theories of moral development and their educational application, and these different theories of moral developments are based on rather different definitions of the central issues of “morality”. On this point, the teacher must integrate different theories of moral development and develop programs to foster “honesty,” ‘service,” “self-control,” “friendliness,” “democratic virtues,” and other moral virtues of the students at school.