本研究的主要目的乃在設計一系列生死教育單元課程與教學活動，融入技職校院軍護必修之「事故傷害與疾病的緊急處理」課程，並探討此融入式生死教育課程對學生之死亡態度及生命意義感的立即性及延宕性影響。 本研究採用準實驗研究法，以台中市某技職院校四技一年級女生為研究對象，隨機分派一班為實驗組（38人）接受為期八週（每週二小時）研究者自行設計的融入式生死教育課程，另一班控制組（38人）在實驗期間則只接受事故傷害與疾病的緊急處理課程。研究工具以死亡態度量表與生命意義感量表進行前測、後測與追蹤測，以瞭解實施融入式生死教育之效果。 研究資料分析方面，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；質性資料部分，以「半結構開放式問卷」、「課程總回饋單」及「心得寫作」以深入瞭解實施之效果。 本研究之研究結果如下： 一、融入式生死教育課程，不僅學習急救知識更有技能上的練習，體驗各種意外事故情境並從中探討生命與死亡的意義，引發救人及助人的情操，達到知、情、意的教學目標。總而言之，整體課程滿意度非常高。二、學生最喜歡的教學方式是欣賞教學法，印象最深刻及最喜歡的課程是心肺復甦術。三、學生贊成獲得更多有關生死的資訊。四、融入式生死教育可正向的改變技職校院生的死亡態度，降低其死亡恐懼。五、融入式生死教育可有效的提昇技職校院生的生命意義感。 研究者根據研究的發現歸納成結論，並提出具體的建議，以供融入式生死教育未來研究之參考。 The main purpose of this research is to design a series of courses and activities about infusing the life-and-death knowledge into education, also involves the courses of emergency handling of the accident and disease. Through these courses and activities, our research wants to explore how these courses affect the attitudes and the meaning of the life and the death for the technology college’s students. A quasi-experimental method was adopted by separating 76 junior students into two groups; one is the experimental group which attends the infusing life-and-death educational courses two hours every week. The other one is the control group which only attends the courses of emergency handling of the accident and disease during this period. The tables of the death attitude and the life meaning were measured at three time points (the first point is one week prior to the beginning of the courses, the second is one week later after the beginning and then six weeks later) in order to analyze the effects of these courses. The quantification part of the research data was analyzed by Analysis of Covariance (ANCOVA) to verify the hypothesis. And the qualitative part of data was collected by the semi-structured questionnaires, program feedback forms and the learning reports. The results are described as follows: 1. Students at the infusing life-and-death courses not only learn and practice the emergency handling skill but also gain acquaintance with the accident. Through the discussion of the life and death meaning, one’s personality to love each other was erected to achieve the educational purpose. 2. Watching video tape is the most favorite teaching style and the CPR is the most popular program. 3. The students agree to gather more knowledge about the life-and death from the courses. 4. The infusion life-and-death educational course can positively change the students’ attitude and reduce their fear while facing the death. 5. The infusing life-and-death educational course can increase the student’s understanding about the meaning of the life. In conclusion, to infuse the life-and-death knowledge into the course presents positive attitude in students’ learning processes. We hope our results could provide a good direction to the future research.
