國中弱勢學生實施生命教育課程之行動研究

本研究旨在探討國中弱勢學生實施生命教育課程所產生的改變，藉由課程來釐清弱勢學生對自我發展的意義、學習關懷的具體行動、培養弱勢學生面對學習無助感的應變能力，最後，能夠協助弱勢學生探索自我價值，擁有抉擇人生價值觀的能力。本研究以行動研究為主，以質性資料蒐集為輔，運用生命態度中四個因素「生命自主」、「愛與關懷」、「生命經驗」和「存在感」來設計生命教育課程教學方案，其課程共有十個單元，實施時間為期五週，每週實施兩節課，並且以南投縣偏遠地區小型學校的弱勢學生為研究對象。為了觀察生命教育課程實施於弱勢學生之情況，以課堂錄影及觀察者的紀錄做分析；為其探究弱勢學生參與此課程之改變，以半開放式訪談進行資料蒐集工作；而為瞭解在此課程下，從教師與學生的觀點來看學生在課程實踐下之感受，以教學省思、學生日誌作為相關資料分析與討論，以觀弱勢學生實施生命教育課程所產生的改變。本研究根據研究資料的分析，主要結果論述如下：一、學生在生命自主課程單元學習到認識自我、正向積極能力和追求理想自我，但是在具體行為表現上較於消極。二、學生在關懷課程單元學習到接受對方、培養關懷情操和成為有能力的關懷者，但是在包容他人和家庭重要性的概念上吸收不足。三、學生在生命經驗課程單元學習到處理緊張失落的應變能力，但是在自我反省及分析能力上少有表現。四、學生在存在感課程單元學習到自我選擇的價值與態度，但是在工作價值的理解上不足。最後，研究者根據研究結果，提出對於設計生命教育課程、教師教學以及未來研究方向上之具體建議，作為參考。

關鍵字

生命教育課程；弱勢學生；生命態度

並列摘要

The purpose of this study is to discuss about the life education curriculum for disadvantaged students of the middle school. This course improves the learning motive of disadvantaged students by clarifying the meaning of self-development, learning the concern of specific actions, developing the adaptive ability to handle the helplessness, and exploring the self-worth. Finally, disadvantaged students can establish their values and a view of life. In this study, action research-based is used to research the life manner. Independent life, loving and caring, life experiment and sense of existence are applied to design the life education curriculum. This curriculum comprises 10 classes for 5 weeks, the implementation of two classes per week. These classes aimed at disadvantaged students of middle schools in the remote districts of Nantou County. In order to observe the learning situation of disadvantaged students during the life education curriculum, the observer records are used to analyze. To explore the feelings of disadvantaged students in this curriculum, half-open interview way is applied to collect their data. Through understanding the experience of disadvantaged students, reviewing the teaching, and analyzing journals of disadvantaged students, the researcher observe the effect of life education curriculum on disadvantaged students. In this study, the analysis based on research data, the main results are as follows: 1. Students learned self-understanding, positive ability and pursuing the superego in the independent life curriculums, but their specific behavior is negative comparatively. 2. Students learned to accept each others, developed their caring character, and thus become capable carer in the caring curriculums. However, they didn’t completely tolerant others and absorb the concept of the importance of the family. 3. Students learned to deal with anxiety and loss in the life experiment curriculums, but they couldn’t perform well in self-reflection and analysis. 4. Students learn to self-selection of values and attitudes in the sense of existence curriculums, but they lacked for understanding about the value of work. Eventually, the researcher provides some suggestions based on findings for designing the life education curriculum, teaching and researching in future directions.