杜威主張教育就是生活本身的信念，道德應該是身體力行民主生活的學習經驗。他批評傳統學校教育將道德作為一個學科，灌輸道德知識的教學，是錯誤且無效的教育。本文從教育史的角度，透過第一手史料，說明杜威在芝加哥實驗學校中進行道德實踐課程與教學的理念與實際作法，藉以說明杜威民主社會的道德教育之主張。全文共分杜威實驗學校中的道德實踐課程的內容與教學方法，杜威實驗學校作為其道德教育理念的具體行動，以及實驗學校的道德課程在教育史上的意義等重點進行探究，期能透過杜威實驗學校以生活為核心的道德實踐課程，一方面呈現芝加哥實驗學校的道德教育觀，一方面透過歷史事實提供教育人士有關學校生活中落實道德教育的可能性之參考。

Moral education is a learning experience by taking part in life. It is the faith of Dewey who proposed education is life itself. He criticized it was wrong and useless in traditional education system which defined moral education as a subject and infused the moral knowledge into students. This article will review the curriculums and teaching in the Laboratory School of the University of Chicago established by Dewey from the point of view of educational history. The author tries to explore the ideas of Dewey’s moral education and achievements of practice in the laboratory school. There are three major parts in this article, including the moral ideas and practice in laboratory school, Dewey’s criticism of moral education in traditional schools, and the real value of moral practice curriculum in the laboratory school in education history. The author hopes this article will provide readers to know the ideas of ‘learning by doing’ about moral practice education. And finally, the author would like to illustrate the viewpoint of moral education in the laboratory school and share thoughts about how to carry out moral education by practicable curriculums and teaching to educators who are concerned with moral education in school.