國小實施生命教育之行動研究─以國小四年級為例

NHUIR > College of Humanities > Department of Life-and-Death Studies > Disserations and Theses(M. A. Program in Life-and-Death Studies) > Item 987654321/22677

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Title:	國小實施生命教育之行動研究─以國小四年級為例
Other Titles:	An Action Research on Life Education Conducted in an Elementary School-Give the Fourth Grade as an Example
Authors:	林耿麟 Lin, Geeng-lin
Contributors:	生死學研究所紀潔芳 Jie-fang Ji
Keywords:	生死教育;教師成長;生命教育;行動研究;班級方案 Action research;Life Education;Class Project;Life Attitudes
Date:	2007
Issue Date:	2015-08-05 16:29:24 (UTC+8)
Abstract:	本研究以行動研究為研究方法，以解決實務問題為出發設計生命教育班級教學方案和策略之實踐歷程。在此歷程中，主要的探討的目標為：一、依照實務上遭遇的問題，發展適合班上學生的生命教育教學方案做為解決策略，進而改善實務問題。二、探討生命教育班級教學方案實施後對實務問題的改善以及學生生命態度和死亡概念的影響。三、探討實踐歷程中教師之自我及專業成長；最後根據研究結果對自我及未來現場教育工作者提出建議。　　　　本研究之研究結果如下：一、實務問題的改善：減少學生爭執情況，改善孩子在家裡的表現，讓孩子更有自信，讓孩子學會面對死亡。二、學生生命態度和死亡概念的影響(一)「人與自己」方面：學生對自我形象均有所認知，也能找出自己的特點，願意積極正向的看待自己，並期許自己更進步。(二) 「人與人」方面：比較能面對自己負面的情緒，願意幫助同學，對家人表現關懷，並常懷感謝之心。(三)「死亡」方面：知道生、老、病、死的歷程；也領悟到「愛要及時表達」；面對親友或寵物的死亡，學習用正確的態度來處理悲傷。　　　　最後根據本研究之結果，希望對現場教學工作者、生命教育工作者以及未來之研究者提出相關建議。　　The purpose of this study is to analyze and evaluate, by means of action research, the process to practice the life education class project to the fourth graders in elementary schools. In the process, there are three main goals to be reviewed:　　　1. In compliance with problems in teaching, to develop the life education class project to solve these problems.2. The impact and amendment on the students after the life education class project is carried out.3. The self-growth and the professional growth of a teacher during the process of carrying out the life education class project.The final part of this study is to give some advice to myself and the educators to come, based on the research results.　　　　The following are the results of this study:1. The teacher helped the students in the following ways: the students reduced the friction between themselves; they improved their behavior at home; they became assertive; and they had a study to face death.2. There are three dimensions in the impact of this teaching on students’ behavior and thoughts about life and death:(1) The dimension of “people and self”: Students had a clear self-image and knew their own characteristics. They were willing to see themselves with a positive attitude, and expect themselves to learn and progress.(2) The dimension of “people and others”: Students have a better ability to solve their bad emotions. They can help and care about their schoolmates, and are grateful for their family.(3) The dimension of “death”： Students understood that birth, aging, illness, and death were all part of the natural progression of life. They realized that “love needs to be expressed before it is too late.” They also learned methods to handle the sadness of the death of relatives, friends, and pets.　　　　Finally, there is some advice to the teachers in practice, life education teachers, and researchers in the future, according to this study’s results.
Appears in Collections:	[Department of Life-and-Death Studies] Disserations and Theses(M. A. Program in Life-and-Death Studies)

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