運用多元教學策略的通識生命教育課程結合服務學習之學習成效研究-以中部某科技大學人文精神(一)課程為例

本校站在歷史的傳承點上，將創校人心中愛的種籽，具體化為「以人為本，關懷生命」辦學理念，於1999年設計運用多元教學策略的「人文精神」核心通識課程，致力於培育學生身心靈均衡發展、確立人生態度、結合專業的學識技能。課程內容包括四面向，以四技大學部為例，大一修習「人文精神(一)」2學分，內容涵蓋「人與生命」和「人與自我」兩個面向；「人文精神(二)」在大二修習，2學分，涵蓋「人與社會」和「人與自然」。其中人文精神(一)探討生命價值、生命意義、了解自我、建立良好群己關係、開發自我潛能等，屬於生命教育重要議題，課程結合服務學習實作，使理念內化為品格，欲達到知行合一、強化學生社會關懷之學習效果。本研究以1041學期人文精神(一)課程所教授班級47人為對象，採取受試者重複測量設計，使用「學生參與服務學習之專長與能力問卷調查表」進行前後測。同時輔以「人文精神(一)課程學習問卷」和「學生期末總回饋表」等研究工具。探討運用多元教學策略的生命教育課程結合服務學習的學習成效，作為未來精進課程教學的依據，也提供大學生生命教育課程和後續相關研究的參考。

關鍵字

生命教育；人文精神(一)課程；多元教學策略；服務學習

並列摘要

The motto of Hungkuang University, as chosen by its founder Dr. Yui Lin Wang, is to, ＂Be compassionate toward living things, based on the principles of humanism.＂ In 1999, the Humanity Education Development Center at the College of General Education of Hungkuang started offering a core course in general education called ＂Humanity＂; this was a life education course intended to fulfill our school founder´s educational philosophy. The themes of the training projects in this course include two components: (Part 1) cherish the lives, self-esteem and self-development of those around you, and (Part 2) care for the environment and vulnerable groups. In Part 1 (at the freshman level), students are reminded of the value of all lives, while the value of their own lives is simultaneously enhanced. In Part 2 (at the sophomore level), instruction is expanded to larger-scale issues, such as understanding and addressing problems involving the community and the environment. ＂Humanity-Part 1＂ incorporates service-learning activities with the aim of having students understand their value and applying what they have learned to their daily life and social activities. In addition, the course attempts to cultivate the virtues of happiness, altruism, and social caring among the students. The present study explored the effects of the course ＂Humanity-Part 1＂ and its incorporation of service-learning activities in undergraduate education. The sample consisted of 47 undergraduates who took the course at a university in central Taiwan. We employed a repeated-measures design and administered the ＂Capability of Students Participating in Service Learning Questionnaire＂. Students also completed the ＂Humanity-Part 1 Learning Outcomes Questionnaire＂ and the ＂Course Feedback Questionnaire＂ to measure learning outcomes after the course. Based on the results, we suggest modifications to the program that may help colleges develop life education courses and guide subsequent research.