國民小學中高年級生死教育課程規劃及教學之探討

NHUIR > College of Humanities > Department of Life-and-Death Studies > Disserations and Theses(M. A. Program in Life-and-Death Studies) > Item 987654321/20868

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Title:	國民小學中高年級生死教育課程規劃及教學之探討
Authors:	李憲三
Contributors:	生死學研究所紀潔芳
Keywords:	國民小學;中高年級;生死教育
Date:	2002
Issue Date:	2015-05-18 15:14:32 (UTC+8)
Abstract:	本研究主要目的是為規劃國小中高年級學生生死教育課程，以彰化縣頂番國小三（四）年級4班、四（五）年級4班，每年級各2班實驗組、2班對照組，以融入式教學，針對實驗組進行有計劃的生死教育教學活動；蒐集、編製兒童死亡態度量表，給予實驗組、對照組在教學前後實施問卷評量，爾後進行統計分析以便了解國小中高年級學生在實施生死教育教學後，其死亡態度與其人口變項和所處環境之相關，並根據研究所得結果，提出國小中高年級生死教育課程規劃及實施建議、以供參考。研究結果重要發現如下：國小中高年級學生接受生死教育課程教學一學期（後測1）、二學期（後測2）其死亡態度均有顯著差異，而且一次比一次的死亡態度平均數降低，顯示學生對死亡議題越來越能夠表示關切、比較不擔憂、比較能坦然面對死亡，尤以實驗組更為明顯。國小中高年級實驗組學生做完問卷後對死亡的看法及感覺。由統計數字可看出更恐懼、更害怕、更憂慮一次比一次減少；而更接受、更關心、更好奇、更能坦然面對死亡是一次比一次增加，可見生死教育課程教學對國小中高年級學生影響之大。本研究針對以上發現，對國民小學及老師、師資培育機構、教育主管單位、媒體、家長、政府提出建議，作為行政、教學、課程規劃、施政、工作之參考。譬如：師資培育機構安排生死教育課程，使未來的教師都具備生死教育教學智能，並多辦理生死教育學分班、研究所等進修管道；教育主管單位多舉辦生死教育研習，讓在職教師能充實生死教育教學能力。電視、報章雜誌等媒體少製作暴力、色情、靈異鬼怪之節目，家長也要督促兒童選擇觀賞的節目。至於國小方面，由於時代的進步，的確急需實施生死教育以早日培養兒童認識生命的意義及如何面對他（親）人與本身的死亡事件。實施生死教育後對兒童的死亡態度及人生觀有顯著改善。只要教師用心蒐集資料及逐漸打破傳統、減低死亡禁忌，生死教育應該可以普遍化。 The present study aims to design the curriculum of Life and death education for third to fifth graders in the elementary school. Subjects of this study included four classes from the third (and fourth) grades, and another four classes from the fourth (and fifth) grades─in each grade, two classes participated as the experimental group, while the other two as the controlled group. A series of activities concerning Life and Death Education were designed and conducted, including ‘immersion teaching’, polling students about their attitudes toward death, and distributing questionnaires on those students prior and after the teaching sessions. The data were analyzed statistically in order to understand how students’ attitudes toward death correlate with their personal factors and surroundings after receiving Life and Death Education. Based on our findings, we proposed a curriculum for Life and Death Education for the third to fifth graders, and raised some suggestion for its practice and application. The major findings are as the following: From evaluation done after students’ receiving the Life and Death education for one sememster (the post-test 1), and two (the post-test 2), we found that the average number of students’ attitudes toward death decreased over times, rendering significant changes. This result indicates that students, esp. the experimental group, were more and more capable of showing concern to issues about death, being less worried, more calm and at ease when facing death. The questionnaires, in regard to the experimental group's opinions and feelings about death, showed that students’ responses on the items of ‘fear’, ‘anxiety’, and ‘being afraid of death’ decreased; by contrast, those of ‘being more acceptive’, ‘being more caring’, ‘being more curious’, and ‘being more calm and at ease to face death’ increased over tests. These changes indicate that Life and Death Education indeed has a great influence on elementary students. In the light of the previous findings, we advanced some proposals on administration, teaching, curriculum planning, policy execution, and job opportunities to elementary schools, teachers, teacher preparation institutes, the education authorities, mass media, parents of the students, and the government. To begin with, teacher preparation institutes should offer more courses on the Life and Death education, so as to equip those ‘teachers-to-be’ with professional knowledge. In addition, those institutes should also arrange courses for advanced studies like teacher-training programs or graduate programs. As for the educational authorities, they should hold more in-service training workshops on the Life and Death education for teachers to recharge their teaching competence. Mass media should avoid producing violent, pornographic, weird and evil programs, and parents should censor the programs for their children. Due to the advancement of the age, it is indeed an urgent issue to conduct Life and Death Education at the elementary school to develop children’s understanding about life’s meaning and their healthy attitudes toward others’ (or relatives’) death. Life and Death Education influenced children’s attitudes toward death and their views of life positively and considerably. As long as teachers being attentive in gathering teaching materials, breaking through stereotypical conceptions to reduce taboo about death, Life and Death Education should have a chance to be popularized.
Appears in Collections:	[Department of Life-and-Death Studies] Disserations and Theses(M. A. Program in Life-and-Death Studies)

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