大學生命教育的課程面向與教學結構

生命教育這門課如作為大學通識核心課程，教師提供的內容必須要能精確回應大學生在大學生涯裡面臨的問題，提供學生解決問題前須配置的思考，筆者覺得這些問題歸納起來不外五大面向：「心性教育」、「思維教育」、「關係教育」、「學術教育」與「職涯教育」，其中「關係教育」、「學術教育」與「職涯教育」都歸屬在「實務教育」的層面，具有「外在的生命教育」的意涵；「心性教育」與「思維教育」則歸屬在「觀念教育」的層面，具有「內在的生命教育」的意涵，通過觀念與實務的整合，意即通過心性教育與思維教育這兩大觀念的指引與推展，在實務層面應用到大學課程的學習（學術教育）、大學生活面臨的親情、愛情、師生暨同儕情誼（關係教育）與大學畢業面臨工作職場考驗（職涯教育），都將有一套綿密的反省脈絡與實踐策略，這可視作「內聖」與「外王」兩大目標的合一。筆者通過這五大課程面向的對照，來觀察自身多年在大學從事生命教育教學的經驗，藉由對這些經驗的歸納與總結，再梳理出五大教學結構的概念，冀圖釐清教學結構的內涵，提出落實生命教育課程可有的具體作法。最後，筆者指出生命教育的內涵應由「單一價值性的道德教育」轉型為「多元認知性的倫理教育」，並須拿三項人生指標來做參考座標，纔能避免掉落至道德虛無主義的陷阱裡，影響人類社會的整體發展。

關鍵字

生命教育；課程面向；教學結構；多元認知；共善的人生

並列摘要

If life education is part of general core curriculum in the university, the course content outlined by the lecturer must be able to response to the problems which a university student may encounter and provide prerequisite thinking for problemsolving. In my opinion, these problems can be categorized into five main dimensions: ＂character education＂, ＂environmental education＂, ＂relative education＂, ＂academic education＂ and ＂career education＂. The latter three kinds of education belong in the domain of ＂practical education＂, entailing ＂external life education＂; ＂character education＂ and ＂environmental education＂ belong in the domain of ＂concept education＂, entailing ＂internal life education＂. We could have a set of meticulous reflection pattern and practical strategies if we synthesize concepts and practices, i.e. to follow the guidance of ＂character education＂ and ＂environmental education＂ and on the practical level, to apply them to the issues with regards to the university curriculum (academic education), affection, love, teacher-student relation and friendship of student life and the career issue after graduation (career education). It can be seen as the synthesization of the two goals ＂inner sageliness and outer kingliness＂. With the intention of clarifying the content of structure for teaching and putting forth a specific solution for the execution of life education courses, I cross-referenced the five dimensions of education so as to observe my several-years-long experience of lecturing on life education at university. I draw a conclusion from my experience, thereby obtaining the concepts of the five structures for teaching. Finally, it can be pointed out that the connotation of life education should transform from ＂single valued moral education＂ to ＂multiple cognitive ethic education＂. It is also necessary to treat the three life goals as benchmark so that we can prevent people from falling into the trap of moral nihilism. It can avoid hindering the overall progress of human society.