| 摘要: | 本論文將系統化詮釋和探討《莊子》思想，並運用莊子生命哲學對教育的啟示，切入國中校園的生命教育。本論文寫作結構共分為四章： 第一章為：緒論，主要是針對本論文作初步的介紹，第一節為研究動機和研究目的；第二節為研究材料和範圍；第三節為研究方法和架構，分此三節略作論述，期許能為此論文做基本的定位與介紹。 第二章為：莊子生命教育思想的理論依據，共分成三節，第一節為：安時處順的處世修為，並細分為：一、安之若命，二、生死一如，作其論述；第二節為：朝徹見獨的修養工夫，並細分為：一、唯道集虛，二、離形去知，作其論述；第三節為：逍遙無待的境界理想，並細分為：一、返璞歸真，二、道通為一，作其論述來開顯莊學中的生命理境。 第三章為：本章將討論莊子生命教育思想在國中校園的具體實踐，共分成三節，第一節為：突破生命存在的困境，並細分為：一、生死關懷，二、適性教育，作其論述；第二節為：體現寬大包容的價值，並細分為：一、環境倫理，二、友善校園，作其論述；第三節為：疏導人我情感的衝突，並細分為：一、品格教育，二、情緒管理，作其論述。 第四章為：結論，就本論文第一章、第二章、第三章之陳述作一回顧、限制與展望。
This paper will systematically interpret and discuss the thought of Zhuangzi, and use Zhuangzis life philosophy to enlighten education, cut into the life education of the campus, the writing structure of this thesis is divided into four chapters: Chapter 1: Introduction, mainly for the preliminary introduction of this paper, the first section is to research motivation and research purposes; the second section is to research materials and scope; the third section is to research methods and structure. In these three sections, we will discuss the basic positioning and introduction of this paper. Chapter 2: the theoretical basis of Zhuangzi's life education thought is divided into three sections. The first section is the time of the peace of the world, and is subdivided into: one, the fate of life, the second, life and death, as its description; the second section is: the cultivation of the independence, and subdivided into: one, the only way to set the virtual, the second, to the shape to know, for its description; the third section is: the ideals of the realm of nostalgia, and subdivided into: one, returning to the truth, and second, the road is one, making its own description to open the life of Zhuangxue. Chapter 3: discussion of the concrete practice of Zhuangzis life education thought in the campus of junior high school, divided into three sections, the first section is: breaking through the predicament of the existence of life, and subdivided into: first, life and death care, second, adaptive education, for its description, the second section is: embodying the value of broad and inclusive, and subdivided into: first, environmental ethics, second, friendly campus, for its description; the third section is: to guide people and my emotional conflicts, and subdivided into: first, character education, second, emotional management, for their description. Chapter 4: conclusion, review, limitation and outlook on the statements in Chapters 1, 2 and 3 of this article. |
