國中生命教育課程實施之研究:以臺北市立景興國民中學為例

Research on Life Education Course Given in Junior High Schools, with Taipei Jing-xing Junior High School used as an Example

張勳誠(Xun-Cheng Zhang)

指導教授 ： 高強華

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2006年)

摘要

摘 要

本研究主要的目的在瞭解臺北市立景興國民中學推動生命教育課程的實施成效。主要探討內容有：（1）景興國中學生在實施生命教育課程後，關鍵能力是否提升；（2）景興國中教師於學校實施生命教育課程的參與及反思；（3）景興國中行政單位在推動生命教育課程的運作情形；（4）景興國中行政單位、教師、家長與學生對學校推動生命教育課程的滿意度等。研究結果將作為學校持續推動及其他單位推動生命教育課程之參考。
本研究所採用的研究工具主要有二種：（1）質化的開放式訪談問卷，以及（2）量化的生命教育問卷量表。在問卷前後測結果討論則結合描述性統計與t分配進行比較分析。除此之外，我們尚透過文獻、導師觀察紀錄、學生生命教育手冊之學習單以及檢討會會議紀錄等管道蒐集所需資料。依據資料分析結果，本研究獲得以下結論：
一、景興國中學生在實施生命教育課程後：（一）學生在「團結合作、主動關懷、體諒、信心、尊重及挑戰」等關鍵能力均有提昇且達顯著水準；（二）學生在「珍惜、感恩及接納」等關鍵能力均有提昇，惟部份未達顯著水準；（三）學生在「創新」關鍵能力中的探索研究子題呈現負成長情形。
二、景興國中教師於學校實施生命教育課程的參與情形普遍在中等以上，惟需調整觀念、學習新技能始能進行的課程，參與度勉強及格。
三、景興國中行政單位在推動生命教育課程的運作，能善用決定理論；評估課程改革需求；探討可能潛藏問題；擬定周延的年度計畫；備妥教學情境；發揮執行力；同時體會到雖經培訓，仍有部分教師無法帶領班級體驗課程；計畫永遠趕不上變化，靈活調整既有策略有利生命教育課程的推動；以包容、協助、彈性的方式可化解導師的不配合；善用社會資源並積極培訓種籽家長，能活化課程深度及廣度，並化解人力不足之困難。
四、景興國中師生家長對學校推動生命教育課程擁有高滿意度。

關鍵詞：生命教育課程、探索課程體驗學習、關鍵能力、彈性課程

關鍵字

生命教育課程 ； 探索課程體驗學習 ； 關鍵能力 ； 彈性課程

並列摘要

Title of Thesis: Research on Life Education Course Given in Junior High Schools, with Taipei Jing-xing Junior High School used as an Example

Abstract
The major purpose of this research aims at identifying the impacts of the life education course given in Taipei Jing-xing Junior High School. The main focuses of the following discussion are as follows: (1) After the students receive the life course in Jing-xing Junior High School, are their key capabilities improved? (2) The participation and reflections of the teachers of Taipei Jing-xing Junior High School concerning the life education course; (3) The implementation conditions of the administration in Jing-xing Junior School; (4) The satisfaction levels of the administration, teachers, parents and students with the life education course, and so on. The results of the research would be taken as reference for the school and the related units to improve the life education course.
There are two principal tools used in this research: (1) a quality-oriented survey of open-ended interviews, and (2) a quantity-oriented test survey of the life education course. Before and after conducting the surveys, the results are to be compared and analyzed by means of descriptive statistics and t distributions. In addition, we also collect information we need from the following channels, such as related literature, teachers’ observation records, learning notes written in the Student Life-Education-Course Manual, and the minutes taken from the examiners’ meeting, etc. Based on the above-mentioned information, we analyze the results. So we come to conclusions as follows.
1. After the students in Jing-xing Junior High School receive the life education course, the results are: (1) the key capabilities of the students, for example, “team ship and cooperation, active caring, understanding, showing confidence, paying respect and facing challenge, etc.” are typically enhanced up to a remarkable level; (2) the key capabilities of the students, such as “spirits like cherishing, being thankful and open, etc.” are all raised. Only in some aspects, have they not made noticeable progress: (3) the key capability, innovation, of the students is actually going down, as shown in the subject of the research.
2. In the implementation of life course education, the participating situation of the teachers in Jing-xing Junior High School is above average. Nevertheless, towards the courses which require the teachers to adjust their viewpoints and to obtain new skills, their participation falls below an acceptable level.
3. In the process of pushing through the life education course, the administration of Jing-xing Junior High School demonstrates the use of its executive powers to put theories into practice. It presents an evaluation of the demands of school curriculum reform. This presents potential problems. Besides, it works out an annual plan and prepares teaching simulations. Moreover, it has shown its executive powers with an understanding of those teachers who received the training course but were unable to conduct the learning-experience course very well. Plans would never be fully realized because of constant changes. It is necessary for the administration to adjust the ready-made strategies reasonably in order to improve the implementation of the life education course. What is more, the administration should play a tolerant, helpful, and flexible role to solve the problem of uncooperative teachers. The administration should use social resource for training seed parents who would like to cooperate. Thus the depth and width of the course could be realized in the everyday life of the students. Meanwhile, the problem of achieving efficient manpower could be also solved.
4. Concerning the life education course carried out in Jing-xing Junior High School, the teachers, students, and parents show a high level of satisfaction.
Keywords: life course education, exploring course and learning experience, key capabilities, flexible course

並列關鍵字

life course education ； exploring course and learning experience ； key capabilities ； flexible course

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