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| 題名: | 生命教育課程內涵與實施之探究—以福智國民小學為例 |
| 其他題名: | A Study in Content and Implementation of Education--Bliss and Wisdom Elementary as an Example |
| 作者: | 黃美菁
HUANG, MEI-CHING |
| 貢獻者: | 宗教學研究所
周文祥;釋永有
CHOU, WEN-SHIANG;SHI, YONG-YOU |
| 關鍵詞: | 生命教育;菩提道次第廣論;生命教育課程
life education;Lamrim, life education curriculum (LEC);Bliss and Wisdom Elementary (BWE) |
| 日期: | 2017 |
| 上傳時間: | 2018-12-20 15:16:24 (UTC+8) |
| 摘要: | 本研究旨在探討福智國民小學生命教育課程內涵，藉由對生命教育的課程實施情形深入了解，進而分析生命教育課程的實施對親師生的影響。採用質性研究的方法，以立意取樣之方式選取六位相關人員，包含課程規劃者、行政主管、老師、家長、校友等，進行半結構式深度訪談，並分析所蒐集之資料。研究結果獲致下列主要結論： 一、生命教育課程的重要性、核心理念與廣論的關係：就生命教育課程的重要性而言，教育是離苦得樂重要途徑；生命教育是生命的方向盤；建立正確的認知；心念決定業的方向與有德育的孩子好處多。就核心理念而言，目標是建立崇高的人格；概念是無限生命；業果教育是根本；教育的成敗須良善環境，而下手處是孝悌。就課程與廣論的關係而言，結合廣論道前基礎的五大基礎能力與下士道的六大核心能力。 二、生命教育課程實施、現行困境及解決之道：就生命教育課程實施而言，分成五個階段：開學準備；學習念恩報恩與業果；穩定學習階段；成長的喜悅與回顧展望。就現行困境而言，廣論的深廣內涵內化不易；學生適應不易；老師引導難度高；不如早期共學時間多與整體架構融通不易。就解決之道而言，老師須專業提昇與增能；新進教師的傳承與接續，成立教師輔導團；降低學生數、朝精緻化辦學與老師要共同切磋備課。 三、生命教育課程對親師生的影響：就知見建立楷定方向而言，眾人同心其力斷金；依師學法見解立與多元學習見解固。就力行實踐勇悍行而言，改過自省速提升；觀功念恩快樂多；遇到困難勇不退；親師生攜手共成長。佛法是圓滿的生命教育，能夠有智慧洞悉真相，有一顆慈悲的心代人著想，而且有決心堅持到底，創造幸福快樂人生。最後，針對園區的行政、教師，以及家長給予建議。
The purpose of this study is to explore the connotation of the life education curriculum (LEC) in Bliss and Wisdom Elementary (BWE) and to gain a deep understanding of the implementation of the LEC in BWE so as to analyze the impact of the LEC on the teachers, students and their parents. Using the method of qualitative research, six relevant personnel, including curriculum planners, administrators, teachers, parents and alumni, were selected through deliberate sampling to conduct deep semi-structured interviews. Combining with the analysis of the collected information, the main conclusions of the study are as follows: First, the importance of LEC and its core concepts, and the relationship with Lamrim: for the importance of the LEC, education plays an important way to get happiness; life education is the life's steering wheel; establish the correct cognition; mind decides the direction of the Karma Effects; many moral benefits for children. For the core of the concepts, the goal is to establish noble personalities; the concept is ＂Life is infinite＂; the core is the education of Karma Effects; the environment good or not decides the success of education; the filial piety and fraternal duty are the beginning. For the relationship between the course and Lamrim, the five basic skills combined with the six preconditions of Lamrim and the six core competencies. Second, the implementation of the LEC, the current predicament and solutions: for the implementation, the LEC is divided into the following five stages, determine to be diligent; learn to grace to grace and the Karma Effects; stable learning phase; the joy of growth; review and the outlook. As far as the current predicament: the internalization of the connotation of Lamrim is not easy;students are not easy to get adapted; it's difficult for teachers to guide; not have more time to study as early they have; the overall structures are not easily integrated. To solve the problems: the teachers must be professionally promoted and energized; the succession and succession of new teachers, the establishment of teacher counselors; reduce the number of students towards exquisite education and teachers should learn together to prepare lessons. Third, the impact of the LEC on teachers, students and their parents: for the establishment of the right cognition, as long as all people work in concert, the gold can be cut off; determine to follow teacher's guidance; stand up in multiple learning. For the implementation with dauntlessness and decision, self-improvement reflect and progress fast; see good deeds and give thanks get more happiness; never give up; parents, teachers and students progress together; Finally, give advice to the BWE's administrators, teachers and parents. |
| 顯示於類別: | [宗教學研究所] 博碩士論文
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