- 期刊
生命教育通俗因果觀教材有助大一新生設定生涯願景乎？
Does Common Causality Facilitate Setting Career Vision for Undergraduate Freshmen?
摘要
教師經常使用類似「種瓜得瓜，種豆得豆」這樣的通俗因果觀之話語，鼓勵學生開創未來美好生涯，本研究之旨趣即在於探討大一新生，接受一學期生命教育課程，以通俗因果觀為教材主軸的課程設計，是否激發新生對未來生涯願景的設定？參與者是國立雲林科技大學106和107學年度工程學院某班大一新生，兩個班級人數分別是55和53人。課程內容修改自通識教育中心共同課綱，共進行十八週的生命教育及相關活動。研究者以行動研究方法進行資料蒐集、文件整理、自我反思等，並針對因果相關的資料予以統計分析和詮釋。研究結果發現：一、本研究參與者（大一新生）普遍能設定未來美好的生涯願景，然而這種對未來美好生涯的想像，並非完全受到因果觀所影響；二、大部分學生接受「簡約因果觀」，但提升到「積累因果觀」時則不甚理解；三、深入分析後發現新生在設定願景時並非依賴因果法則；四、與其說設定生涯願景是理性的目標導向行為，不如說是一種追求快樂（well-being）的原動力，本質上是對未來過好日子的浪漫期待。最後，研究結果或許可以作為研究者改進生命教育之教學，尤其是協助學生生涯願景設定之參考。
並列摘要
Teachers used to motivate students to set their own career goals through Common Causality (CC), such as ＂as a man sows, so shall he reap.＂ This gives rise to the question of whether such intuitive slang is effective. The purpose of this study is to explore undergraduates' career planning and their confidence in achieving it by applying CC to a Life Education Course. Fifty-five and fifty-three students from two classes participated in the study during their first semester of 2017 and 2018. The students majored in engineering and were undergraduate freshmen at Yunlin University of S. & T. Each class had an 18-week-long life education course with CC teaching material and related activities. The action research method was chosen to collect written responses from researchers and students. Learning effects were assessed using a self-designed Guttman scale until the end of semester. Both quantitative and qualitative analyses were used depending on the kind of data being examined. The results were as follows: 1) Most students are able to set a perfect career vision; however, that comes from their own imagination and not affected by CC directly. 2) Students comprehended the content of Simplistic Causality and yet are confused about the meaning of Accumulative Causality. 3) An awareness of CC successfully connects with their own career vision and may encourage them to achieve their future goals. However, setting a perfect career vision is not merely the effect of goal-setting rationally but may be the pursuit of happiness instinctively. Essentially, this potential force drives them looking forward to a wonderful well-being in the future. Finally, this paper also provides suggestions for life education courses and highlights the need for relevant discussion in future research.