| 摘要: | 本研究旨在瞭解生命教育融入歷史課程的教學成效，探討其對學生歷史課的學業成績之影響，分析其對自我概念、人際關係、理財金錢觀、人與自然環境之影響。 採準實驗研究法進行，以嘉義縣某國中二年級的四個班為對象。樣本分為實驗組（59人），實驗過程為期九周，每周一節，共九節，每節45分鐘，共405分鐘，實施融入式生命教育教學課程約為65分鐘，占總課程的16%，共九個融入活動課程。另一組為對照組（63人），未施予任何實驗處理，僅進行原訂之歷史課程。 「學業成績」方面，以一百零二學年第二學期二年級歷史科第四冊第一、二、三單元評量的成績為學業成就的指標。「生命教育成效」方面，以「生命教育成效量表」之前測、後測，採「獨立樣本單因子共變數分析」（ANCOVA）進行統計分析，以考驗各研究假設。並以學習單、心情札記、課程總回饋單及教學活動省思札記表為評量工具，以輔證各研究假設。研究結果歸納如下：一、歷史科之學業成績方面實施融入式生命教育課程教學後，對實驗組「歷史科學業成績」無顯著差異，即此融入式教學並不影響學業成績。就其質性資料分析結果得知：進行融入式生命教育課程教學後，能帶給學生對於歷史科上課的學習興趣，可提高其學習動力；能為學生帶來不同的生命思考及體會。二、生命教育教學成效方面(一)對實驗組生命教育成效之量化統計資料得知，在「自我概念」、「人際關係」及「人與自然」均無顯著差異，就其質性資料分析結果得知：確能瞭解學生內在心理的感受及改變，能影響人際關係相關之內在行為、人與自然相關之情意表現。(二)對實驗組生命教育成效之量化統計資料得知，在「理財金錢觀」有顯著差異，即學生的理錢金錢觀在認知方面確實能有所改變。就質性資料分析得知：能瞭解學生的理錢金錢觀相關之情意表現確實能有所改變。 研究者根據研究結果提供建議，以供教師、教育單位、相關工作之人員及未來研究之參考。
This research was aimed to realize the following implementations on the history classes integrated by life education to explore the effection students’ grades and to analyze the effect of self-concept, social relationship, the money-management concept, and the relationship between human and nature. Offer the specific advice for the authorities and history teachers to implement the life education integration curriculums. This research was implemented by quasi-experimental research, and the research subjects are the eighth graders from four classes in a junior high school in Chiayi County. Lasting for nine weeks, one class a week, and forty-five minutes a class, 59 students in the experimental group went through the life education integration classes for about 405 minutes. Sixteen percent of the like education integration curriculums is about 65minutes. There were nine integration curriculums in total. The other 63 students in the control group didn’t go through any experiments, and they remained the original classes. For students’ history grades, the researcher adopted the history test scores of Unit One, Two, and Three of Book Four as the research material. For the effect of students’ life education, the pre-test and post-test of life education evaluation scales were analyzed by ANCOVA. Besides, the research materials included worksheets, journals, feedback sheets, and activity reflection tables. The major findings of this study were as follows:1. For students’ history grades:(1) The quantitative data shows that the experimental group praised the design of the life education integration curriculum, and they considered the design actually improved their learning motivation.(2) The history grades of the experimental group had no significant differences after the experiment.From the qualitative research results, students certainly acquired high interest. Students’ learning motives have reinforced from history classes through the life education integration curriculums. Besides, the integration curriculums brought students different perspectives of thinking about their lives, and they helped them experience the differences. 2. For the effect of students’ life education:(1) For the results of statistics, there was no significant difference on self-concept, social relationship and the relationship between human and nature . From the qualitative results, students could realize the inner transformation of their feelings and there certainly were influences and changes for students’ behaviors among people and the affective performance of money-management concepts.(2) For the results of statistics, there was no significant difference on social relationship. From the qualitative results, there certainly were influences and changes for students’ behaviors among people. According to the research results, the researcher provided several advices for school teachers, the educational authorities, and the relevant researchers for future references. |
