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| 題名: | 生死教育對綜合高中學生生命意義感教學成效之探討 |
| 其他題名: | A study of life and death education program within comprehensive high schools |
| 作者: | 陸娟 |
| 貢獻者: | 生死學研究所
紀潔芳 |
| 關鍵詞: | 生死教育;生命意義感;綜合高中 |
| 日期: | 2002 |
| 上傳時間: | 2015-05-18 15:14:23 (UTC+8) |
| 摘要: | 本研究主要目的是在設計一套適合綜合高中學生之生死教育課程，並探討該課程對綜合高中學生之生命意義感之立即性和持續性影響，綜合以上研究發現提出具體建議，作為國內綜合高中發展生死教育課程之參考。 研究的對象為89學年度就讀於高雄市立三民家商綜合高中學生一年級學生兩班共70人，分為實驗組(35人)，與控制組(35人) 進行試驗性教學，除實驗因子外，儘量減少其他因素干擾，在同一時間點進行實驗研究分析，以統整實驗組與控制組學生對生命意義感之差異。 本研究採準實驗研究法進行研究，實驗組學生由研究者配合生涯規劃規課程親自擔任生死教育課程之教學，每週二節課，共十八週(30小時)，實驗研究期間控制組學生不受任何處理。使用的評量工具則參考何英奇(1990)編製之「生命態度剖面圖」進行研究，所得之資料以獨立樣本單因子共變數分析進行統計分析，以考驗研究假設; 除此之外，研究者並透過「單元回饋單」、「訪談記錄表」，來做為評量此生死教育課程實施成效之輔佐工具。 本研究發現如下: 一． 生死教育課程對綜合高中學生的生命意義感具有正向的立即影響效果，且在實驗課程結束後二個月的追蹤測上仍具有持續性的影響效果。 二． 從實驗組學生的回饋資料顯示，此生死教育課程適合綜合高中學生採用。 三． 生死教育的推行在高中階段有其可行性與必要性。透過班級的實施可協助學生建立正確的死亡態度及死亡觀，澄清個人的生命價值與人生目標的確立，進而作好人生規劃，增進生活的品質並提昇生命的意義。 根據上述發現，研究者針對生死教育政策之推展、傳播媒體以及後事生死教育及實務工作者提出以下建議，並提供後續研究者未來研究之方向。 一． 生死教育政策推展上應重新釐清生死教育的方向與方法，並加強德性、藝術、人文之教育養成。 二． 廣邀學者專家共同討論並編製適合各年齡層的生死教育課程，以實用為主，幫助學生能以正面、坦然的態度接受與面對死亡。 三． 多多辦理教師的相關研習活動，藉由教學分享、個案討論，以釐清教師自己的生死態度，並探討如何融入各學科教學的課程。 四． 有效配合學校中目前正在進行的各項生活教育，並結合社區資源，共同推展生死教育，將家庭、學校、社會一起融入。 五． 加強成立校園危機小組，以減少意外事件的衝擊。 六． 將生死教育納入正式課程，讓每個生命都能活的更有意義。 七． 鼓勵傳播媒體製播具有教化功能的節目，廣泛的引導大眾菩提善念。
The main purpose of this study was to develop a class-based life-and- death education program for comprehensive senior high school students and to investigate the immediate and continuous influences on the participating students. Subjects utilized in the pilot study were seventy students comprised of two Kaohsiung Municipal-San-Ming Comprehensive Senior High School tenth grade classes. These classes were then divided into 2 groups of 35 students; the experimental-group and the control-group. The students participated in life- and-death education curriculum conducted by the researcher. The program met twice a week totaling 1800 minutes of class time over the course of eighteen-weeks. Using a quasi-experimental methodology in combination with reverencing Dr. Y .C. Ho’s (1990) ”Sectional drawing of attitude of life ”, all individual specimen data’s factors and variables were analyzed by one-way Analysis of Covariance (ANCOVA). In addition to this, the researcher applied feedback sheets, interviews records, and class attendance records as tools to aid in measuring the effectiveness of the experimental life death education curriculum. Some important findings of this research are that statistical analysis shows that life-and-death education has immediate influence on comprehensive high school students in their attitude toward death. Moreover, the effects were still present during the two months follow-up evaluation. In addition, the feedback responses from the experimental group students show life-and-death education is appropriate for the comprehensive senior high school students. Thus showing, it is necessary and feasible for senior high school students to promote life-and-death education. From this, students can develop a better attitude towards life and death, thereby giving meaning to and improving the quality of life. In retrospect to the above mention findings in respect to that of life-and- death education policies, further research could be applied to the following aspects: Life-and-death education policy development should reform its direction and method while increasing the focus on morality, art, and cultural forms of education. Moreover, scholars and professionals should be encouraged to mutually discuss and create life-and-death education programs suitable for different age groups. In which these programs are based on pragmatism, helping students use a calm attitude to confront life-and-death. Teachers should be more involved in related research activities, as well as participate in case discussions and the share educational knowledge. Furthermore, teachers should reform their own attitude towards life-and-death; from this investigate how to better to incorporate different course subjects into the program. Also, effective cooperation with schools is now in the process of applying the differing aspects of life-and-death education as well as combining community resource. This should be further developed in attempts to continue to develop life-and-death education within the family, school, and society. Furthermore, in order to decrease the occurrence of unexpected incidents, schools should push for the development and formation of campus crisis groups. Life and death education should be made into a formal class curriculum, bringing more meaning to life for all people. Lastly, we should encourage the spread of life-and- death education through the use of the mass media programs to provide basis and to generally uplift and lead the masses. |
| 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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