在「人生三問」中「為人」與「為師」：大學師資培育生命教育課程之規劃與實踐

Learning to be a "Person" and a "Teacher" by Asking the Three Fundamental Questions about Life: The Planning and Implementation of Life Education Curriculum for Pre-service Teacher Education

王秀槐(Hsiou-Huai Wang)

《生命教育研究》 5卷2期 (2013/12) Pp. 67-101

摘要

自1997年政府推動「生命教育」以來，經過將近16年的努力，「生命教育」在國內教育界已逐漸受到重視，除了中小學和高中陸續將其列為重要課程之外，在大學教育中亦有相關課程的開設，特別是「通識教育」更期待能與「生命教育」加以融合，從知識的提升進而轉化為學生生命的提升。在「師資培育」的部分，更期待一位教師能具備關懷、瞭解自己生命，以進一步關懷學生生命，並引導其建立良善的人生觀與價值觀之能力，因此，結合「教育專業」與「生命教育」乃成為現今師資培育課程的重要目標之一。本研究旨在分享研究者於一所綜合大學師資培育中心開設「生命教育」課程之經驗與反思，並進而提出對於師資培育開設生命教育課程的建議與展望。研究者首先從生命教育的重要性及其目前在國內大學一般課程和師資培育課程中的實際開設情形談起，再引入研究者如何設計生命教育課程並實際操作的說明，點出該課程的三項重要特色：以「人生三問」為課程架構、以「為人和為師」為雙重目標、融合學科與生命教育，並從「人生三問」的角度分析、歸納、呈現學生的學習成果。最後，本文對培育專業師資的生命教育素養提出以下建議：增加生命教育理論深度、加強青少年生命困頓議題的探討、增加實地學習，以及搭配校園活動與潛在課程進行生命教育。

關鍵字

師資培育 ； 生命教育 ； 人生三問 ； 反思

並列摘要

Since the Taiwanese government launches the comprehensive Life Education program in school from 1997, Life Education has caught greater attention in the education arena. In addition to its inclusion into the curriculum at the elementary, junior high and senior high school levels, it has also been introduced to college curriculum. On one hand, it has been integrated into General Education curriculum for the cultivation of the whole person; on the other, it is also introduced to professional education as a way to help students to transform knowledge into wisdom. More specifically, it is of great importance to offer life education courses for pre -service students, because as a future teacher, these students need to be equipped with the ability to reflect upon their own lives, care for others' lives and guide their students to lead a holistic life.The article is an action research of the author who designed and implemented a Life Education course for pre-service students at a teacher education center at a comprehensive university. This paper first expounds the importance of Life Education for college education as well as for teacher education, and then presented the principles underlying the course, including ”three fundamental questions about life”, the dual goal of ”to be a person” and ”to be a teacher” and ”the integration between academic instruction and life education”. Then, student learning outcomes were analyzed and presented with regard to ”three fundamental questions about life”. Finally, recommendations for life education for pre-service teachers were made, including: deeper understanding of theoretical foundations for life education, further investigating into teenagers' dilemma in life, offering more on-site learning opportunities, and integrating formal and hidden curriculum to promote life education on campus.

並列關鍵字

teacher education ； Life Education ； three fundamental questions about life ； reflection

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