在台灣近年的教育改革趨勢中，就道德教育教學而言，不論是中、小學九年一貫課程或是高中新課程綱要，都可看出近十年來生命教育的興起與教育現場的道德教育有互相交融並用之勢。這種重視感性體驗的教育需求，亦需要有相應的理論作為反省和實踐的依據。 本文論述了以關懷關係為主的女性主義關懷倫理學，指出教育的歷程亦是個感受情意和學習關懷關係（包括被關愛、關愛自己和關愛別人）的歷程。在道德情感上，文章提出內在三角動力關係，以及道德教學法的四個面向。本文並以儒家的「情深而文明」句和「學而時習之」章，分別對比於關懷倫理學之重視道德情感的生發，以及教育上注重學生自我價值感與道德情感的疏通，作為理論的印證和傳統文化的新詮。文章最後提出：以關懷倫理學對道德情感的思維，融入近年來台灣新興的生命教育以體驗為主的教學，非常有助於教師回應學生道德情感的需求。

This article first describes some educational phenomena in Taiwan, including: Life Education becoming a new and important learning area from primary to senior high schools in the Official Curriculum, and more and more teachers integrating Life Education into Moral Education in daily school life. Then, the article argues that in order to enhance the motives of students’ moral practice, the teacher should sensitively respond to students’ needs of moral sentiments in everyday school life. The educational process is a process of feeling and learning of caring relationships (i.e., being cared for, caring for self, and caring for others). There is a dynamic relation among moral sentiments, moral ideals, and moral commitments for response. When students get integrating self-image from the inside, and connect moral sentiments to the outside, they could fulfill the motives of moral praxis. Finally, the article affirms that integrating the ethics of care into Life Education instruction is a good way to enhance the moral sentiments of students, and in turn to enhance the motives of moral practice.