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http://nhuir.nhu.edu.tw/handle/987654321/21882
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| 題名: | 生命教育融入高職護理課程教學成效之研究 |
| 其他題名: | A Study of the Effects of a Life-Education-Program Integrated with Health and Nursing Course for Vocational High School Students |
| 作者: | 宋淑鈴
Sung, Shu-ling |
| 貢獻者: | 生死學研究所
蔡明昌
Ming-Chang Tsai |
| 關鍵詞: | 教學設計;生命教育;融入;教學成效;高職護理
teaching design;health and nursing course in vocational high school;teaching effects;integration;life education program |
| 日期: | 2005 |
| 上傳時間: | 2015-07-06 14:57:13 (UTC+8) |
| 摘要: | 本研究主要目的為：一、以內含融入與主題融入兩種不同方式，進行生命教育融入高職護理課程之教學活動設計，二、發展生命教育評量工具，三、探討融入式生命教育之教學成效，四、比較不同融入方式教學成效之差異，五、檢視融入式生命教育課程對主授課程的影響狀況。 本研究採準實驗研究法進行，以嘉義市某國立高職一年級三個班為研究對象。樣本分為「內含融入組」、「主題融入組」與對照組。「內含融入組」接受「內含融入式生命教育」，「主題融入組」接受「主題融入式生命教育」，實驗過程為一學期，兩組之生命教育課程皆為300分鐘；對照組則未施予任何實驗處理，僅進行原訂之護理課程。 在探討「生命教育成效」方面，以上三組分別接受「生命教育成效量表」之前測、後測及追蹤測。另外，各單元學習單、回饋表及訪談記錄，亦為此部分之評量工具。本研究以「獨立樣本單因子共變數分析」（ANCOVA）進行統計分析，α值皆定為.05，據以考驗各研究假設。 研究結果歸納如下：一、課程設計與實施方面：（一）以融入方式進行生命教育課程設計相當可行，且值得推廣。（二）不論採「內含融入」或「主題融入」方式進行課程統整，皆能發揮顯著教學成效，且兩種方式沒有顯著差異。二、評量工具方面：（一）發展以學生為中心之量性評量工具，具體可行。（二）評量工具宜多元化，方能使評量更為客觀。三、教學成效方面：（一）生死關懷向度：兩種不同融入式生命教育，皆能在「生死關懷」量表總分及認識死亡、安寧療護與自殺防治分量表呈現立即性與持續性正面成效。（二）人格統整向度：兩種不同融入式生命教育，皆未對「人格統整」產生立即性影響，但兩實驗組皆能在「人格統整」總分及「認識真我」分量表產生延宕性教學成效，實驗組間無顯著差異。（三）倫理思考向度：以內含融入式進行之生命教育，未能對「倫理思考」及分量表產生立即性成效，但能產生延宕性成效；以主題融入式進行之生命教育能對「墮胎觀點」產生立即性與持續性成效，對「倫理觀點總分」及「性倫理觀」則產生延宕性成效。（四）對主授科目之影響：1.兩實驗組均肯定生命教育融入護理課程之教學設計，認為可增加對原課程之學習動機。2.兩實驗組在主授科目期中考成績明顯低於對照組，但期末考成績與對照組沒有顯著差異。
The main purposes of this research are: First, using content and subject integrated methods to proceed with incorporating life education program into designing health and nursing teaching activities in vocational high school. Second, developing life education program evaluating tool. Third, exploring the teaching effects of integrated life education program. Fourth, comparing the diversity between the teaching effects of different incorporating methods. Fifth, examining the effects that integrated life education program had on the main courses. This research adopts the quasi-experimental design and takes three classes of first-graders in a national vocational high school in Chiai city as research subjects. The samples are divided into “content incorporating group,” “subject incorporating group” and comparison group. The “content incorporating group” receives “content integrated life education program”, while the “subject incorporating group” receives “subject integrated life education program.” The experimental process takes a semester, and both of them take up 300 minutes for life education program; the comparison group doesn’t receive any experiments and is only taught with the original health and nursing course. As to exploring “the effects of life education program”, all of the three groups have received the pretest, posttest and follow-up test of “ the life education program evaluation scale” individually. In addition, the worksheets of every unit, feedback forms and interviewing records are also included as evaluation tools. This research applies ANCOVA to proceed statistics analysis. The research results are generalized as follows:I. With regard to course design and mplementation: <i> The integrated life education program is very practicable and worth popularizing. <ii> Either proceeding “content incorporating” or “subject incorporating” methods to integrate courses can achieve remarkable teaching effects, and there’s no significant difference between them. II. With regard to evaluation tools: <i> It is specifically practicable to develop student-centered quantitative evaluation tools. <ii> The evaluation can be more objective with diversified evaluation tools. III. With regard to teaching effects: <i> Aspect of life and death concern: Both of the two different kind of integrated life education program reflect instantly and continuously positive results on the total score of “life and death concern” scale and death recognition, palliative care and suicide prevention scales. <ii> Aspect of personal integration: Neither of the two different kind of integrated life education program has immediate influence on “personal integration”, but the two experimental groups all produce procrastinated teaching effects on the total score of “personal integration” and “knowing the true self” sub-scale and there’s no significant difference between them. <iii> Aspect of ethical thinking: The content incorporating life education program can’t cause instant effect on “ethical thinking” and sub-scale, but it can result in procrastinated effects. However, the subject incorporating life education program can cause instant and continuous effects on “abortion opinions” and produce procrastinated effects on “the total score of ethical opinions” and “sexual ethics”. <iv> Effects on main course: a. The two experimental groups all present positive outcomes to incorporating life education program into designing health and nursing course teaching activities, and are considered to improve the learning motivation of the original course. b. The two experimental groups apparently get lower grades of the main course in midterm exam than the comparison group, but there’s no significant difference in final exam. |
| 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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