融入式生命教育課程對在職幼見教師心理幸福感之提升效果

The Effects of Infusion Life Education Curriculum on In-Service Preschool Teachers' Psychological Well-Being

李新民(Hsing-Ming Lee) ； 陳密桃(Mi-Tao Chen)

《課程與教學》 10卷4期 (2007/10) Pp. 123-140

https://doi.org/10.6384/CIQ.200710.0123

摘要

本研究旨在探討融入式生命教育課程對在職幼兒教師心理幸福感的影響，研究者採取準實驗研究設計，以某大學進修在職專班選修研究方法課的幼見教師為研究對象，其中30位被隨機分派到實驗組，另外30位被隨機分派到控制組。實驗組幼兒教師接受融入式生命教育課程，控制組幼兒教師則無任何有關生命教育課程的教學介入。實驗結果發現實驗組的幼兒教師其心理幸福感顯著優於控制組的幼兒教師，而且融入式生命教育課程對在職幼兒教師心理幸福感的影響達到中度至高度效果量。根據研究發現，研究者對幼兒教師人力資源管理以及未來研究提出相關建議。

關鍵字

生命教育課程 ； 幼兒教師 ； 心理幸福感

並列摘要

The purpose of this study was to explore the effect of infusion life education curriculum on in-service preschool teachers' psychological well-being. A quasi-experimental method was implemented in this study. Thirty participants in in-service preschool teachers program who took the research method course were assigned into the experiment group, while the other 30 participants from the in-service preschool teachers program were randomly assigned into the control group. The experiment group was provided with infusion life education curriculum, whereas the control group did not receive any instruction about life education. The findings indicated that the experiment group demonstrated significant psychological well-being, infusion life education curriculum had medium to large effects on in-service preschool teachers' psychological well-being. Those findings would give helpful information to preschool teacher human resource management and future study.

並列關鍵字

life education curriculum ； preschool teacher ； psychological well-being

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