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| 題名: | 生命教育對高職學生生命意義感教學成效之探討－以福智生命教育理念為主軸 |
| 其他題名: | A Study on the Effects of Life Education for the Meaning of Life of the Students at A Vocational High School--Based on the Idea of FuJyh Life Education |
| 作者: | 許秀霞
Hsu, Hsiu-hsia |
| 貢獻者: | 生死學研究所
紀潔芳
Chieh-fang Chi |
| 關鍵詞: | 高職學生;生命意義感;福智生命教育 |
| 日期: | 2003 |
| 上傳時間: | 2015-06-16 14:23:42 (UTC+8) |
| 摘要: | 本研究主要目的是在規劃高職學生之生命教育課程，並探討該課程對高職學生生命意義感之立即性及持續性影響，綜合上述，從研究結果中，發現福智生命教育課程在高職階段實施的可行性，並提出具體建議，作為國內高職發展生命教育之參考。 本研究採用準實驗研究法，以高雄市某家商商科一年級兩班，家科二年級兩班總共136名學生為研究對象，實驗組一年級學生34名，二年級學生34名，進行試驗性教學，由研究者親自擔任生命教育課程教學，每週二節課，共十三週；控制組一年級學生34人，二年級學生34人，實驗期間不予任何實驗處理。使用研究工具則參考何英奇(1990)編製之「生命態度剖面圖」量表，進行前測、後測及追蹤測驗，以瞭解實施福智生命教育課程對高職學生生命意義之影響。 研究資料分析方面，其中量化資料採獨立樣本單因子共變數分析(ANCOVA)進行研究假設考驗；質性資料部份，以「單元學習單」、「課程總回饋單」、「心得寫作」及深度訪談資料，加以分析高職學生接受福智生命教育課程後之影響。 本研究結果歸納如下：一、 福智生命教育課程對高職生的生命意義感具有正向的立即性影響。二、 福智生命教育課程對高職生在追蹤測驗具有持續性的影響。三、 從實驗組學生的「單元學習單」、「課程回饋表」、「訪談記錄表」及「心得寫作」顯示，此生命教育課程具有教學成效，適合高職學生採用。四、 合作式協同教學，教學成效良好。五、 生命教育融入資訊科技教學，教學效果佳。六、 配合時事、掌握生命教育的可教時機，教學教果好，影響深遠。七、 配合節慶實施生命教育教學，具教學成效。八、 教學者將自身生命經驗融入教學情境中，易與學生產生共鳴。九、 現階段青年面臨人生最大的困境是重要親友的過往及生重病，其次是人際關係。十、 高職學生最喜歡生命教育課程的教學方式是「影片欣賞」、其次是「網路教學」，第三是「說故事」，第四則是「分組討論」。 根據上述的研究結果，研究者提出具體建議，包括對教育行政機關、學校方面、生命教育教學者、家長及未來研究等方面，以作為推動生命教育工作者及後續研究者之參考。
The main purpose of this study is to plan and implement the life education program suitable for students at Vocational High Schools as well as to explore the immediate and sustaining effects of such program on the meanings of life of the students at Vocational High School. Based on the results of the research, concrete suggestions are presented as a reference of developing life programs in vocational school in Taiwan. The object of study was targeted to 136 students of two classes in 91st academic year in a vocational school in southern Taiwan. They were divided into one experimental group (68 people ) and one control group (68 people) for test teaching. Except for the experimental factors, interference of other elements was reduced to the maximum extent so as to conduct analysis of this experiment at the same time and to integrate the differences of these two groups towards the meanings of life through implementing FuJyh life education programs. Pretest, posttest and follow up test of the quasi-experimental research designs were adopted. The researcher in person taught the life education program two sessions every week to the students of the experimental group for 16 weeks (32 hours); however, the students of the control group did not receive any of such instructions. Using a quasi-experimental methodology in combination with reverencing Dr. Y. C. Ho’s (1990) “Sectional drawing of attitude of life“, all individual specimen date’s factors and variables were analyzed by one way Analysis of Covariance (ANCOVA). Hypotheses were also tested through analysis of semi-structural questionnaire as well as in-depth interviews. Besides, the researcher used Unit Feedback Sheet, Program Feedback Form, Interview Records and Learning Achievements of Students as assistant tools to evaluate the performance of implementing the life education program. Results of the study are concluded as follows:1. The life education program from FuJyh imposes positive and immediate impact upon students at a vocational high school towards the meanings of life.2. The follow up test shows that life education program From FuJyh imposes sustaining impact upon students at a vocational high school towards the meanings of life.3. According to Unit Feedback Sheet, Program Feedback Form, Interview Records and Learning Achievements of Students collected from the experimental group, this life education program is effective and suitable for students at a vocational school. 4. The program can be also effective when implemented in coordination with other teachers.5. Teaching can achieve excellent results via diversified applications of teaching software.6. Another influential way is teaching by adapting to current events at a proper time. 7. The established teaching objectives of the life education program can be effectively accomplished by being in tune with festivals. 8. Outstanding effects can be developed by integrating the instructor’s life experience in teaching activities of life education. 9. The most difficult positions in life the youths face are the passing away of their important relatives and serious illness, the next is their interpersonal relationship.10. The most popular way of teaching life education program with students at a vocational school is video tape teaching. The second favorable way is internet teaching. Story telling ranks the third place and group discussion gets the fourth place. Based on the study results above, the researcher proposed specific suggestions, including to life education educators, administrative organizations in charge of education, mass media, learners, parents of students, assistance centers at schools, the society and private groups for serving as a reference for life education promoters and follow up researchers. |
| 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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