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http://nhuir.nhu.edu.tw/handle/987654321/19696
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| 題名: | 生命教育融入教學對高職生生命態度之探討－以健康與護理課程為例 |
| 其他題名: | A Study on the Effects of Vocational High School Health & Nursing Teaching Program Integrated with Life Education on Students' Attitudes toward Life |
| 作者: | 王玉芳
Wang, Yu-fang |
| 貢獻者: | 生死學研究所
紀潔芳
Chieh-fang Chi |
| 關鍵詞: | 生命教育;融入;健康與護理;生命態度;高職生
Integration;life education program;Health and nursing course in vocational high school;life attitude |
| 日期: | 2009 |
| 上傳時間: | 2015-03-19 11:46:48 (UTC+8) |
| 摘要: | 本研究主要目的是透過瞭解生命教育融入健康與護理課程教學活動以達到下列目的： 一、規劃適合融入高職健康與護理課程之生命教育課程。二、探討高職生生命態度之成效。三、檢視對健康與護理課程之影響。四、根據研究結果提出建議，作為健康與護理科教師實施融入式生命教育課程規劃之參考。 本研究採準實驗研究法進行，以嘉義市某國立商業職業學校綜合高中部一年級學生為對象。樣本分為實驗組和對照組，實驗組接受約250-300分鐘的融入式生命教育教學，對照組則未施予任何實驗處理，僅進行原定之健康與護理課程。 在探討生命教育成效方面，兩組樣本分別接受「高職生生命態度量表」之前測、後測及追蹤測；各單元學習單、回饋表及訪談紀錄，亦為評量工具。以「獨立樣本單因子共變數分析」（ANCOVA）進行統計分析，α 值定為 .05，據以考驗各研究假設。 研究結果歸納如下：一、融入式生命教育教學成效方面（一）融入式生命教育教學立即性成效：生命理想分量表、愛與關懷分量表。（二）融入式生命教育教學未具立即性成效：生命態度總量表、生命自主分量表、存在感分量表、死亡態度分量表、生命經驗分量表。（三）融入式生命教育教學具持續性成效：生命理想分量表。（四）融入式生命教育教學具延宕性成效：死亡態度分量表。（五）融入式生命教育教學未具延宕性成效：生命態度總量表、生命自主分量表、存在感分量表、生命經驗分量表、愛與關懷分量表。 二、健康與護理教學成效（一） 實驗組學生肯定生命教育融入健康與護理之教學設計，認為可增加對原課程之學習動機與興趣。（二） 融入式教學不影響學生健康與護理學業成績 根據上述研究結果，研究者提出數項具體可行之建議，俾供從事相關研究及實務工作者之參考。
The main purposes of this research are:First, to plan and implement the life education program is suitable for vocational high school students. Second, to observe the change of vocational high school students' attitudes toward life, and to investigate the instant and constant effects on the vocational high school students who take the experimental course designed by the writer. Third, to understand the effects on Health and Nursing teaching integrated with life education on students' academic performance of Health and Nursing course. Forth, according to the results of this research, we propose suggestions to the teachers who teach Health and Nursing course by designing integrated life education program as the reference. This research adopts guasi-experimented design and takes two classes of first-grade in a national vocational high school in Chiai City as research subjects. The experimental process takes a semester, and the experimental group takes up about 250-300 minutes for life education program . The comparison group doesn't receive any experimental program and is only taught with the original Health-and Nursing course. As to exploring ＂the effect of life education program＂, both of the experimental group and comparison group have taken the pre-test, post-test and follow-up test of ＂The Vocational High Student's Life Attitude Evaluation Scale＂ individually. In addition, the worksheet of every unit, feedback forms and interviewing records as also included as evaluation tools. This research applies ANCOVA to analyze statistics and theα number .05 to examine the assumption of the research. This research results are generalized as follows:1. With regard to teaching effects:（1）Integrated life education program imposes instant effects on both of life goal sub-scale and loves with the concern sub-scale.（2）Integrated life education can't have instant effects on life attitude total scale, life independence sub-scale, existence feeling sub-scale, death attitude sub-scale, life experience sub-scale.（3）Integrated life education program imposes continuously result on life goal sub-scale.（4）Integrated life education program have procrastinated effect on death attitude sub-scale.（5）Integrated life education program can't have continuous results on life in dependence sub-scale, existence feeling sub-scale, life experience sub-scale, loves with the concern sub-scale.2. The effects on the main course（1）Students in experimental group of the teaching design of Health and Nursing curriculum integrated life education think that it can enchance their learning motivation for the original curriculum.（2）The integrated teaching doesn't have influences on students' Health and Nursing academic performance. |
| 顯示於類別: | [生死學系(生死學系碩士班,哲學與生命教育碩士班)] 博碩士論文-生死學系碩士班
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