九十學年度開始實施之九年一貫課程中，道德教育已不再成為正式課程的一個學科領域。鑑於新課程如果完全排除道德教育內涵，極可能造成國民教育的德育危機，本文即在探討現今九年一貫課程中實施德育之可能性。透過檢討過去國民教育階段「單元德日式」德育課程的缺失，以及參酌國外德育研究成果，本文嘗試提出「範疇適切取向」教學與「跨越課程」的道德教學模式、以期於強調合科統整的九年一貫課程中，發展出培養學生成為道德行動者的契機。本文最後建議將道德教學融入正式的學術性課程中，並使學生浸淫於崇高美德的學校與教室氛圍，針對配合各學習領域所發現的多面向社會議題進行師生、同儕間的反思討論活動，以發揮學校教育提升學生道德的與智性的功能。

Since the school year 2001, moral education is no longer a subject/domain of the newly enacted Grades 1-9 Conherent Curriculum. It would be a so-called crisis of moral education, if the new Curriculum totally excludes the teaching and learning of morality in schools. This paper therefore aims to investigate the possibilities for the implements of moral education within the new Curriculum. By means of re-examining the shortcomings of traditional virtues-units approach to teach morality to school children, and consuling with fruitful outcomes of foreign moral education researches, this paper tries to propose two models for moral education, one is Domain Appropriate approach, and the other is across the curriculum approach, in order to develop students as moral agents. Finally, this paper with a view to promote school children's morality and intelligence, concludes with some suggestions such as integrating moral teaching into formal academic curricula, involving students deeply in both schools and classrooms of virtue, and practicing reflective discussions between students and teachers, and among teachers themselves.