| 摘要: | 本研究之主要目的是為了解台灣地區商職學生死亡態度與生死教育之需求並進而探討影響商職學生死亡態度與生死教育需求之因素，並根據研究所得提出商職生死教育之課程規劃及實施建議以供參考。 本研究以方便抽樣選取全台北、中、南、東四個區域，在兼顧公私立學校之原則下，抽取二十所商職學校，每一學校選取高中一、二、三年級各一班，抽取二十名學生進行問卷調查，本研究於九十年三月進行，發出1200份問卷，所回收之有效問卷共967份，調查之資料包含商職學生之死亡關切、死亡接受、生死教育接受、生死教育內涵、個人基本資料、接觸死亡之經驗與填答問卷前後對死亡之感覺等變項，以次數與百分比、平均數、標準差、t檢定、單因子變異數分析、薛費氏事後比較等方法進行統計分析。 研究所得重要結論如下: 商職學生之死亡關切是趨近中向的態度，學生對他者的死亡比較擔憂。公立私立學校別、性別、宗教信仰別、生理狀況、心理狀況、家中討論死亡之情形、參與葬禮之經驗、認識想自殺、曾自殺或因自殺身亡者、曾有自殺之念頭、曾有自殺之行為等因素會影響商職學生之死亡關切。 商職學生之年級，父母學歷，兄弟姊妹人數，家庭類型、家中排行、心情鬱卒時傾訴對象之有無，有無談的來之家人親戚或良師益友，是否正在談戀愛，其人際關係，重大醫療經驗之有無等變項在死亡關切方面並無相關。 生理狀況、人際關係、擁有較談得來的家人親戚或良師益友、家庭中討論死亡之情形、擁有嚴重之醫療經驗、認識想自殺、曾自殺或因自殺身亡者等因素均會影響商職學生之死亡接受。另學校別，性別，年級，宗教信仰之有無，父母學歷，兄弟姊妹人數，家中排行，家庭型態，是否曾參加葬禮，是否曾有自殺念頭，個人自殺經驗之有無，是否正在談戀愛，心理狀況等變項與商職學生之死亡接受均無顯著相關。 商職學生死亡態度之內容分析發現商職學生之死亡態度可分為七個類別：負面評價、疑惑不解、陌生遙遠、漠視嘲諷、中性評價、關切好奇與正面評價。商職學生之死亡態度以中性為主，負面評價次之，另則分別為疑惑不解與正面評價。 家庭中討論死亡之情形、曾認識想自殺,曾自殺或因自殺身亡者等因素會影響商職學生之生死教育之接受度。商職學生之學校別，性別，年級，宗教信仰之有無，人際關係，自殺念頭之有無，自殺經驗之有無等變項與學生之生死教育接受度並無顯著之相關。 商職學生在生死教育內涵需求方面認為重要之生死教育課題，其優先順序為(1)珍惜生命、自殺防治與壓力處理(2)死亡與人文(3)安寧照顧與悲傷輔導 (4)死亡醫學(5)死亡恐懼與迷思 (6)文化習俗(7)宗教哲學。性別、年級別、認識想自殺、曾自殺或因自殺身亡者等因素會影響商職學生對生死教育內涵之需求。商職學生之學校別，人際關係，學生自身自殺念頭與行動之有無與其生死教育內涵需求並無顯著之相關。 根據研究結果所設計之生死教育課程，經試教發現學生之死亡態度在上課前後並無顯著差別，然而學生於課後表示對試教之整體課程、課後獲益、教材內容、授課方式均感到滿意或非常滿意。對於商職學生是否應接受生死教育、個人是否願意繼續接受生死教育及個人是否願意獲得生死主題之資訊，大部份學生均表贊成。
The main purpose of this research is to understand the death attitude and the need of life and death education of the vocational business high school students in Taiwan. To explore the factors that influences the student’s death attitude and their needs in life and death educations. Suggestions for the syllabus, content and application of life and death education in vocational business high school will be given based on the results of the research. The research gathered 1042 samples of 18 national and private business vocational high school students throughout the island. 20 students was being chosen from each grade according to their seat numbers to answer an questionnaire regarding the students death concern, death acceptance, needs of life and death education, needs in life and death education, personal background, experience in contact with death and their feelings towards death before and after feeling in the questionnaire. The data were being analyzed statistically using percentile rank, mean, t-test, one-way ANOVA, Scheffe’s posterior comparison, etc. The results are summarized as follow. The vocational business high school student’s death concern appeared to be medium; students are more worried of other’s death instead of their own. The students death concerns depended on their gender, type of school (private or national), religiosity, physical status, psychological status, the way of discussion about topic related to death when at home, history of attending funerals, contact with people who tend to or really did commit suicide, personal thought of committing suicide and their personal act to commit suicide. The vocational business high school student’s year of form, parent’s level of education, numbers of brothers and sisters, type of family, ordinal position, access to talk to someone when emotionally unhappy, with or with out family members, relatives, teachers or friends to talk to, love life, personal relationship, medical experiences does not influence the students death concern. The vocational business high school student’s death acceptance depended on their physical status, personal relationship, the way of discussion about topic related to death when at home, with or with out family members, relatives, teachers or friends to talk to, serious medical experience and contact with people who tend to or really did commit suicide. The student’s gender, type of school (private or national), religiosity, history of attending funerals, personal thought of committing suicide, personal act to commit suicide, year of form, parent’s level of education, numbers of brothers and sisters, type of family, ordinal position and love life does not influence the students death acceptance. The vocational business high school student’s written answers of their feeling towards death were being analyzed and seven groups of attitudes are found including negative attitude, doubt & difficult to understand, unfamiliar & far away, over look & sarcastic, neutral attitude, concern & curious and the last one is positive attitude. The vocational business high school student’s acceptance towards life and death education are depended on the way of discussion about topic related to death when at home and the student’s contact with people who tend to or really did commit suicide. The student’s gender, year of form, religiosity, personal relationship, thoughts and action to commit suicide, type of school (private or national), does not influence the students acceptance of life and death education. The content of life and death education that the students preferred most are as follow, 1. Suicide prevention, pressure management, to precious life 2.Death and humanity 3.Hospice and bereavement therapy 4.Fear and mist of death 5.Death and medical 6.Culture and rite 7.Religion and philosophy. The student’s gender, year of form, contact with people who tended or really committed suicide will influence their needs in life and death education. The student’s type of school, personal relationship, own thought or real action of committing suicide does not influence their needs in life and death education. Short syllabus was planned according to the results obtained through the research, the syllabus went on trial for three weeks and the result showed no alteration of the student’s death attitude but the students were generally satisfied with the courses, information gained, way of conducting, content and most of the student agreed that life and death education should be promoted. |
