自學者引入國際性的研究倫理概念與相關作法後，國內研究者不僅已廣為關注此一領域的發展與可能衍生的爭議性議題，許多學會業已相繼制定有關的研究倫理守則，甚至臺灣各研究機構針對任何「以人為主體之社會科學研究」均規定需透過倫理審查的程序來確認研究之執行符合研究倫理，以確保研究受試者或參與者的尊嚴與權益，並使其得到公平正義的對待。然而，檢視教育研究的倫理議題探討情形，特別是質性研究部分卻發現，其所涉及的人類研究對象不僅多未滿18歲，且其在研究過程中所涉及的倫理風險大多為隱而不彰與難以評估的心理情緒與文化歧視傷害，理應受到更多的權益保障，卻甚少獲得關注與探討。由此可知，教育研究的倫理議題亟待解決。面對前述問題，本文以「尊重人格、利益原則、正義原則」等三大核心議題為主軸，並從「知情同意書」的角度，檢視研究者進行質性研究的訪談與課室觀察過程中所可能引發的實務倫理議題，以實務案例探討方式引出爭議與解決方案，期能拋磚引玉，引發更多實務性的探討。

Since the introduction of international research ethical codes and related issues in Taiwan by scholars, a great majority of domestic researchers had paid close attention to their follow-up development and disputing points. In the meantime, National Institutes of Health Research, National Council of Science and academic associations had devoted themselves on developing “Human Research Ethic Codes”, and mandated that all research involving human subjects should be presented to the Reviewing Board of Research Ethics for ethics approval, for the purpose of protecting human rights. However, after a quick reviewing of researches involving human issues, an amazing fact indicating that most of the ethical concerns more on quantitative researches instead of qualitative ones. Explicitly, the ethics in educational qualitative researches which usually managed the treatment of disadvantaged participants in natural setting were severely ignored. Based on this understanding, this paper has its focus on “ethics in qualitative research”. To address the importance of three core ethic codes, namely, respect for persons, concern for welfare and justice, cases involving these codes and ethical considerations were presented and fully discussed, and some disputing viewpoints regarding the conflicts between codes were explored for further analysis, hoping that a consensus will be achieved, and provide a solid foundation for more flexible ethic codes.