本文旨在探討「以大專通識國文教學提升學生倫理素養是否可能」此一問題，故筆者設計一系列教學單元和相關配套的教學方法，實施於九十九學年度亞東技術學院醫管系夜間部國文課程，並藉由學生自評問卷，一方面讓學生自我衡鑑其對各項教材單元的學習成果與喜好程度，另一方面讓學生自行評估其道德意識與倫理實踐、群我關係和自我實現等素養是否較之前有所提升。有關教學內容、教學方法的探討，已撰寫成〈倫理教育寓於通識國文的教學設計〉一文，發表於亞東技術學院舉辦之「現代公民素養與公民教育國際學術研討會J'本文則進步分析學生自評問卷，以檢討教學得失。經由教學設計、實施、回饋與檢討，筆者認為以國文教學提升學生倫理素養是可行的。分析學生自評問卷，筆者以為九十九學年度亞東技術學院醫務管理系夜間部國文課程，雖然在國文專業知能的教學上略有不足，與國文直接相關之興趣品味培養還可再加強，然而確實達成倫理教育的目標，且成功引導學生自我過應與生涯規劃，更能改良過去問題導向教學設計的缺失，這些都是本課程設計的優點，尤其從師生關係良好且持續維繫，更可以清楚確認整個倫理教育是成功的。

The thesis explores the possibility of refining college students' ethical literacy with Chinese curriculum. The researcher designed a series of instructional units, adopted complementary measures and put them into practice on Chinese curriculum for students at the night division of department of health care administration in Oriental Institute of Technology in 2010. By means of self-evaluation questionnaires, students can evaluate their performances as well as preferences for each unit; on the other hand, they can further identify whether their ethical consciousness, ethical practice, relations between self and communities, self-realization and the like have been refined. The Instructional Design of Ethical Education on Chinese Curriculum of General Education has included the analysis of content of course and teaching method and been presented at International Academic Seminar on Modern Citizens' Core Competencies and Civic Education held by Oriental Institute of Technology. The thesis further explores students' self-evaluation questionnaires, reviewing pros and cons of instructional design. With instructional design, implementation, feedback and review, the researcher contends that it is feasible to refine students' ethical literacy by Chinese curriculum. Analyzing self-evaluation questionnaires from students, the researcher suggests that though the Chinese curriculum practiced at the night division of department of health care administration in Oriental Institute of Technology in 2010 has yet to fully develop students' competencies and interest in Chinese, the instructional design literally met the goal of ethical education and successfully guided students through self-adaptation and career planning, further improving deficiencies brought about by problem-based instructional design. The ethical education could be deemed successful since teacher-student relationship has been amicable and closer.