中國的傳統品格深深地影響我們的生活，除了為我們立下了行為準則，也建立了道德的規範。臺灣教育過去以來一直重視品格教育的推動，中國傳統品格教育並未因為社會變遷而消失，而是轉換成更為生活化的方式存在。即使是學前教育階段，也相當重視幼兒的品格教育發展。過去的品格教育被認為傳統與保守，一些道德規範似乎與現在格格不入，但研究者認為，幼兒未必能理解傳統品格的德目和意涵，但若轉化為生活化的經驗和故事，應當可從中歸納幼兒對於傳統品格的詮釋。本研究採取中國傳統品格中的八德作為基礎，以情境判斷測驗方法來編製「兒童傳統品格圖畫測驗」，並以關鍵事例來編寫半結構式的試題。本研究以幼兒園大班和國民小學一、二年級的5～8歲兒童共90人為研究對象，所編製的「兒童傳統品格圖畫測驗」經過評分者一致性檢定達到顯著，工具良好可用。變異數分析結果發現，品格德目忠、孝、仁、信、義、和、平均未達顯著；僅德目「愛」達組別的顯著差異，依序為小二學童得分大於小一學童，小一學童得分又大於5歲幼兒園大班幼兒得分。研究結果說明八德對5～8歲兒童仍具有重要影響，而幼兒對道德行為的詮釋可能與其道德理解的發展有關。

Chinese traditional moral characters influenced our daily life. The eight traditional characters include loyalty, filial piety, benevolence, affectionate, honesty, righteousness, peace and equality. They are a set of disciplines which instruct how we shall behave and point out the values and norms of morality. Moral education is highlighted by the Taiwanese government and implemented by schools. The traditional characters did not disappear. They are transformed to become practical and linked to our daily life. Moral education is also emphasized in preschools. The purpose of this study is to adopt situational judgement test approach to design a “children’s traditional characters picture test” (GVPT) with semi-structured interviews to collect young children’s moral reasoning. Also, to explore five to eight year-old children’s perceptions of the traditional characters. The researchers adopted Kendall’s coefficient of concordance to evaluate GVPT, and the results showed that the items achieved significance. Ninety participants from nursery schools and fi rst-and second-year in primary schools were selected to complete the test. GVPT test was shown individually to the participants with a Power Point fi le on a tablet. The participants expressed what the characters in the pictures shall do. All responses were tape recorded and translated. The traditional character “affectionate” achieved significant differences between nursery school children and the Second-year primary school children. Traditional characters maintain important effects on young children. The development of “affectionate” was the slowest among the eight traditional characters.