“靜思語教學之探討與實踐”通識課程之實施與省思

The Implementation and Inspection of General Education on "The Exploration and Practice of Still Thoughts in Teaching"

陳昭儀(Chao-Yi Chen)

《通識教育季刊》 11卷3期 (2004/09) Pp. 39-70

摘要

自八十九學年度第二學期起我在之前所任教的台灣師範大學通識教育課程中開設了「慈濟靜思語教學之探討與實踐」這一門課程，共開設了五學期；修課學生總人數為498人（每學期上課人數為一百人左右），同學們分屬於二十個學系。課程內容設計如下：(1)專題講座：邀請慈濟人與學生分享他們的生命故事；(2)小組學習心得分享：將全班分成十組，至少每個月聚會一次心得分享及討論課程設計，每一小組並有三位慈濟志工關心、陪伴；(3)實務課程：此為慈濟人文課的特色亦是慈濟基金會堅持涵括的課程內容，希望學生能經由實務課程實際體驗生命教育，能將所學、所感真正內化到心中，並表現在日常生活裡，我設計了數項實務課程，包括：擔任醫院志工、參訪希望工程學校及大愛電視台、校內資源回收工作與靜思語教學課程設計與演示。
為瞭解學生的學習心得與學習成效，我是以質與量並重的研究設計蒐集與分析五個學期全部修課學生的意見。在量的部分是以兩份匿名的課程問卷蒐集學生對於本門課程的學習滿意度；在質的部分則以問卷中的開放性問題以及學生期中與期末心得報告的內容進行探討與分析。
在課程問卷方面，第一份問卷為自編問卷，第二份問卷則為任教學系對於全系教師統一進行之教學意見調查；兩份問卷皆以匿名方式於學期末請全體修課學生填寫。由此兩份問卷在量化資料方面的統計結果，可發現學生對於本門課程的滿意度相當高，以五點量表填寫之問題，第一份問卷之各題答題平均數皆達4.32以上；第二份由任教學系所進行的問卷共有十五道題目，總平均皆達4.54以上。
問卷中的開放性問題以及學生期中與期末心得報告則進行內容分析，彙總學生的心得如下：感動及感恩、難得的生命經驗與學習、心靈成長與提供省思的機會、在日常生活中實踐與成長、對未來從事的教育工作頗有助益、對於整體課程之具體建議、建議延長上課時數、對靜思語教學的認同、尊重生命的體悟、感動之後行動的付諸實現、溫馨的互動情誼等。
綜觀選課學生的意見可發現「慈濟靜思語教學之探討與實踐」這一門通識課程的實施，對於絕大多數選修的學生而言是有很多心靈上的成長與收穫的。期盼未來各大學能開設更多智慧類課程，俾使更多學生能從中體驗生命的深度與厚度、覺察生命的本質與可貴，進而能珍視生命、尊重生命，更能充分發揮生命的良能。

關鍵字

生命教育 ； 靜思語 ； 靜思語教學 ； 慈濟基金會

並列摘要

Since the second semester of 89 academic years, I am in National Taiwan Normal University that teach the general education of the curriculum ”The Exploration and practice of still thoughts in teaching”, setting up five semesters totally.
The content of the curriculum is as following:
(1) Thematic lecture:
Inviting the person of the Tzu-chi Charity volunteers shares their life story.
(2) The group learns the insight to share:
Divide the whole class into ten groups. They would get together sharing their insights monthly. Each group also have three Tzu-chi volunteers to care, keep company with.
(3)Practice course:
The humanitarian is not only the special features of the lesson but also Tzu-chi foundation that persistence includes. Hoping the student can actually experience life education through the curriculum of the actual situation, than make what they had learned turning inside the heart and express in the daily life. I designed several curriculums of actual situations, including: Serve as the hospital volunteer, visit the school of Hope-Project and the Da-Ai TV station, School resource recovery work, and the design of still thoughts in teaching.
There are totally 498 students taking this lesson during five semesters. For understanding the insight of the learning, I designed the curriculum questionnaire. Ask all students who take this lesson to fill in by anonymity. The investigation results of the questionnaire can find student's satisfaction of this course was rather high. The questions used Likert's model to fill in the questionnaires. Average numbers amount to all 4.32 above. The average number falls between 4.32 to 4.74.
Qualitative research methods were also used to analyze Open-ended questions in the questionnaire and the student in mid-term and period end reports. The gains of gathering students are as follows: Touched and feel grateful, rare experience of the life and learning, the mind grows up and offers the chance to think, practice and grow up in the daily life, the educational work of the future is benefited, for concrete suggestion of whole curriculum, propose lengthening the class hours, approbation for still thoughts in teaching and learning, respect the life, the touched ones that put actions into effect, warm and fragrant of interactive friendship and so on.
Take a comprehensive view of student's suggestion, we can find the implementation of ”the discussion and practice of still thoughts in teaching and learning” this course. As far as most students concerned, they have great growth and result that is on the mind.

並列關鍵字

Still thoughts ； Still Thoughts Teaching ； Tzu-Chi Foundation