生命教育融入國中國文課程之行動研究

An Action Research of Integrating Life Education into the Curriculum of Chinese Literature in Junior High School

張羽旭(Yu-Hsu Chang)

指導教授 ： 張嘉育

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2012年)

https://doi.org/10.6841/NTUT.2012.00670

摘要

本研究旨在探討國中學生接受「生命教育融入國中國文課程」後，對其生命態度之影響，並呈現研究者之課程設計原則與教學實施過程中的成長與省思。 本研究採取「行動研究」，研究對象為研究者任教之七年級學生，進行五單元之融入式課程活動。研究工具包括：青少年生命態度量表與教學省思札記、訪談稿、單元學習單等相關質性資料。將所得資料加以歸納整理並進行分析。本研究獲致以下結論：（1）生命教育融入國中國文課程，宜以學生問題對應之生命教育主題為課程目標，從教學時間與課文內涵作融入式課程單元之選擇，採取具啟發性的多樣教學方法改進學生不同層面的生命態度，以此作為本研究融入式課程設計原則。（2）生命教育融入國中國文課程對學生生命態度具有裨益。在「理想」、「生命意義」、「存在感」、「愛與關懷」及「死亡態度」五個層面均有明顯之進步，其中「愛與關懷」層面認知最高，「死亡態度」層面改變最大。（3）生命教育融入式課程教學多元化，但仍有改善的空間，透過研究者對問題之分析、反思並據此提出具體解決策略。最終，本研究並依研究結果進行結論與建議。

關鍵字

生命教育 ； 國中國文 ； 融入式課程 ； 行動研究

並列摘要

This study examines the influence of “the integration of life education into the junior high school Chinese curriculum” on junior high school students. In addition, we discuss our curriculum design principles, developments, and reflections during the teaching process. This study adopts an action research design. The participants were seventh grade students taught by the researchers. Five units of infusion curriculum activities were performed with these students. The research tools included qualitative data, such as the youth life attitudes scale and teaching reflection journals, interviews, and unit lesson plans. The data obtained were summarized and analyzed. Based on the results, we concluded the following: (1) When infusing life education into the junior high school Chinese curriculum, diverse education methods should be used to design life education activities that correspond to the problems experienced by students. The design principles of these units is to improve the life attitudes of students at different levels. (2) The infusion of life education into the junior high school Chinese curriculum improves the life attitudes of students. Clear improvements were observed for the aspects of “ideals,” “life meaning,” “sense of presence,” “love and care,” and “attitudes toward death.” Among these, cognition on the “love and care” dimension was the highest, and the greatest change was observed for the “attitudes toward death” dimension. (3) Although the infused curriculum of life education is diverse, room for improvement remains. Thus, specific solutions and strategies were explored. Finally, we present our suggestions based on these results.

並列關鍵字

Life education ； junior high school Chinese ； integrated curriculum ； action research

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