大學婚前教育課程設計與教學策略－以「婚姻與家庭」通識課程爲例

Premarital Education Curriculum Designs and Instructional Strategies in Colleges-A Case Study of General Education in National Kaohsiung First University of Science and Technology

蔡淑敏(Shu-Min Tsai)

《通識學刊：理念與實務》 1卷4期 (2009/01) Pp. 201-238

https://doi.org/10.6427/JGECP.200901.0201

摘要

我國家庭教育法明訂各地主管機關應針對適婚男女提供至少四小時的婚前教育課程，顯示政府對於婚前教育的重視。但是四小時的婚前教育成效，實在令人質疑，因為活動時間需要夠長才可提供充足的練習與體驗。根據國內外的研究，一般民眾大都因工作阻礙和時間因素而無法參與婚前教育。因此，在大學通識中心普遍開設婚前教育課程實為避免上述阻礙的良策，況且大專青年正處於親密關係的發展階段，而根據調查，兩性交往是大學生最大的困擾之一，他們實在需要兩性交往的正確知識。另一方面，大學擁有專業師資和教學資源，應該提供有系統且專業的婚姻課程，以滿足學生的需求。本文針對筆者教授的婚姻與家庭課程進行行動研究，以問卷、學習回饋表和訪談資料進行分析，探究婚前教育學習動機、期望、需求與學習成效，進而建構出符合學生需求的課程設計與教學策略。同時，針對大學通識課程的婚前教育相關課程提出具體建議，以供大學通識教育之參考。

關鍵字

婚前教育 ； 課程設計 ； 教學策略

並列摘要

According to The Family Education Law, a four-hour premarital course should be given to young couples. However, due to the time limitation of the course, we have solid reasons to doubt its effects, for it should obviously take more time for the young to obtain enough training and experiences in such an aspect. According to some studies, premarital education is often ignored because people are too busy to be interested in it. To solve this problem, some colleges have decided to design courses to teach young men and women before they are trapped in their work. Another reason for this decision is that college students are at the high stage of getting physically and spiritually intimate with the opposite sex, which, some research has showed, troubles them most in this period of time. They thus need more correct knowledge about how to get along with the opposite sex to help them get through every possible obstacle. Besides, with qualified teachers and systematic curriculum designs, the quality of marital education in a college can be guaranteed. The following case study is on the marriage and family courses that I have been teaching in National Kaohsiung First University of Science and Technology. By analyzing the results of the questionnaires, learning feedback, and information gathered in interviews, I hope some important points about premarital education can be found, such as the motives, expectations, needs, and effects. If what we expect can emerge, appropriate curriculum designs and instructional strategies will follow accordingly. Meanwhile, some effective suggestions will be provided for those colleges which make premarital education part of their courses.

並列關鍵字

premarital education ； Curriculum Designs and Instructional