CAJ | 학술논문

皮亚杰认为，儿童的道德发展经历了前道德阶段、权威阶段、相互对等阶段和公道阶段等四个阶段，不同年龄段的儿童在道德发展上呈现出阶段性特征；通过研究，皮亚杰认为，儿童对过失行为、说谎行为的态度以及对公正意识的认识水平，反映着他们道德观念的发展层次。因此，教育工作者在儿童的道德教育过程中，要遵循儿童道德发展的规律，尊重儿童的主体性；要以民主、合作、互动的方式引导儿童道德上的成长。
피아걸인위，인동적도덕발전경력료전도덕계단、권위계단、상호대등계단화공도계단등사개계단，불동년령단적인동재도덕발전상정현출계단성특정；통과연구，피아걸인위，인동대과실행위、설황행위적태도이급대공정의식적인식수평，반영착타문도덕관념적발전층차。인차，교육공작자재인동적도덕교육과정중，요준순인동도덕발전적규률，존중인동적주체성；요이민주、합작、호동적방식인도인동도덕상적성장。
Piaget thought children ’ s moral development included 4 stages:pre-morality period , authority pe-riod,equality period and justice period .In addition , periodic characteristics appeared in the diverse stages about the children ’ s moral development .On the basis of the study , Piaget found out that children ’ s attitude about fault , lying and justice embodied their moral development level .Therefore , the educators must obey the children ’ s moral development rule ,respect their subjectivity and guide their moral development with democratic , cooperative and in-teractive method in the educating process .