道德是否可教？又如何教？一直是道德教育爭議不休的議題。長期以來學校中的道德教育，一直採用獨立設科的教學模式來進行，包括專屬的課程教材及固定的課堂時間，甚至在整體的學校作息結構中，亦明定有晨間時段以做為常規指導的共同時間。然而2001年實施《九年一貫課程綱要》後，道德教育被取消設科，改採融入各個學科領域，不再有固定科目也沒有固定時間，更沒有明確的教材可供教師依循。這樣的轉變無疑地涉及了對「道德教學」性質認定的根本改變，也同時影響著校園內道德教學的實踐方式。藉由教室觀察、人員訪談及內容分析，本研究旨在探討國小教師及相關人員，對融入式道德教學應如何進行有何認知？及教學現況為何？等進行研究，研究結論如下：一、教師對道德教育應採獨立設科或融入式教學並無一致看法。二、教師傾向認為取消道德設科的政策是源於當局對道德教學的不重視三、教師傾向視生活教育即為道德教育的實施內容，缺乏道德推理的教學規劃。四、融入式道德教學多由課堂偶發情境所引發，未能實質融入學科領域課程架構之中。五、教師普遍未修習過相關的道德教育課程，缺乏道德教育專業知能。

Can morality be taught? How to teach morality? These are questions that people constantly dispute. Before the Grades 1-9 Coherent Curriculum was enacted in year 2001, moral education had been a sole subject in Taiwan compulsory education system. Teachers can conduct moral education in certain times in the school timetable. But the newly enacted curriculum program canceled the moral subject and integrated it into the Seven Study Fields. The transformation of moral education not only changes the characters of it but also the mode of instructing.The purposes of this article are to explore how the elementary school teacher sees the Integrating Moral Education if no curriculum can be guiding?The main conclusions for this article are as follows:1. Teachers have no agreement about whether or not to integrate moral education in Compulsory Education.2. Teachers tend to view moral education as behavior instruction.3. The teaching pattern of Integrating Moral Education hasn't embodied in the curriculum frame.4. Under the teaching pattern of the Integrating Moral Education, moral education often comes from occasional events in class.5. Teachers have seldom taken the moral education credits in the teacher education program.