符合綜合活動理念的生命教育課程對國三學生建構生命意義的影響

The Effects of Life-Education Curriculum Matching with the Concept of Comprehensive Activities on the Construction of the　Concept of Comprehensive Activities on the Construction of the　Life Meaning for Junior High School Third-Grade Students

蔡彩霞(Tsae Shya-Tsdy)

指導教授 ： 張景媛

國立臺灣師範大學/教育學院/教育心理與輔導學系/碩士(2002年)

摘要

本研究主要目的是探討符合綜合活動理念的生命教育課程對國三學生建構生命意義的影響。研究對象為台北縣福和國中三年級的兩班學生，一班為實驗組(男生18人，女生17人)，另一班為控制組(男生17人，女生18人)，合計共70人。在九十一學年度上、下學期中，本實驗共施行十六個生命教育系列活動於輔導活動課程中。本研究所使用的工具為「國民中學學生生命意義量表」。此外，並給予教師、家長及學生實施回饋問卷。本研究所得結論為:
一、接受生命教育課程的學生更能體會生命的意義及價值
本研究發現實驗組學生在接受生命教育課程後，在自我的認識、尊重與關懷、自然環境了解、生活技能獲得及生命意義探索等項，比控制組有較好的表現。顯示國三學生接受生命教育實驗課程後，對生命意義有正向的影響。
二、家長、教師、學生均肯定本課程的實施價值
從家長的回饋問卷中，得知家長十分肯定本課程的設計；導師及科任教師認為在實施本課程後，學生的行為表現呈現正向的發展。學生對各單元的回饋資料中，均能具體描述他們的反應。
三、本課程使學生省思，進而產生想法及行動，而解決自己的困擾
國三學生正面臨升學極大的壓力，本課程利用體驗活動，提供學生反思機會，協助學生從課程當中產生自己的想法及行動的力量，而得以紓解自己的壓力。
本研究根據所得研究結果，提出下列建議：
一、各級教育行政機關方面，應廣邀社會各界人士，加入九年一貫的課程設計。結合社會資源，提供課程設計上更多創意。
二、教師應與各領域教師共同參與或舉辦各項研習活動，藉以提升教學專業的能力。
三、學校應鼓勵教師進行教學研究，以增進教師專業成長。
四、學校應結合戶外教學的機會，藉由探索活動，設計活動的場地、設備，讓學生接受大自然的挑戰，進而體會面對人生挑戰的領悟。
五、本研究經實驗的結果，可使國三學生能面對壓力及家庭問題。小團體的應用，讓學生更能感受家人的好，體會生命的價值。一般國一及國二學生也很適合應用，尤其配合新制綜合領域課程一週三節課之使用。

關鍵字

九年一貫、綜合活動、生命意義、生命教育課程

並列摘要

This purposes of this study was to explore the effects of life- education curriculum matching with the concept of comprehensive activities on the construction of the life meaning for junior high school third-grade students. The subjects consisted of two third-grade classes drawn form Fu-Ho Junior High School in Taipei County. One class was the experimental group(male 18, female 17), and the other class was the control group(male 17, female 18). The total subjects were 70 students. In the 91 school year’s two semesters, a series of 16 life-education activities were held in the guidance activities curriculum. All the subjects were administered “Junior High School Students’ Life Meaning Inventory”. Additionally, the teachers, parents, and students were asked to answer the feedback questionnaire. The results were as follows:
1. The students who had undergone life-education curriculum were better equipped to understand the meaning and value of life.
The results indicated that the experimental group had better performance in self-consciousness, respect and concern, and understanding of the natural environment than those of the control group. It showed that the life-education curriculum had positive effects on life meaning for the junior high school third-grade students.
2. All the parents, teachers, and students were convinced of the value of the implementation of the curriculum.
From the parents’ replies to the feedback questionnaire, it showed that the parents’ approved the design of the curriculum. The tutors and subject teachers believed that the students’ behaviors had positive development after they were administered the life-education curriculum. All the students could describe their responses in the feedback data of each unit.
3. The curriculum let the students reflect, develop their own thoughts and actions, and then solve their troubles..
The third-grade junior high school students were in the process of facing extreme pressure to qualify for their next level of studies. This curriculum made use of life experiences, to supply students with opportunities for introspection and assisted students in producing their own thoughts and the strength of actions from the curriculum, and then to remove their pressures.
According to the results, the following suggestions were offered:
1.The administrative organizations for each education level should broadly invite the people from all walks of life to participate in the design of 9 years of consistent curriculum. If the administrative organizations could integrate society’s resources, more originality should be supplied for curriculum design.
2.The teachers should participate in and hold all types of research activities in conjunction with teachers from all domains to promote the professional abilities of teachers.
3.The schools should encourage teachers to research and promote their professional growth.
4.The schools should integrate the opportunities of outdoor teaching and make use of exploration activities, the design of locations and facilities, and allowed the students to comprehend the challenges to humanity posed by the challenges of nature.
5.It showed that the third-grade students could face the pressures and the family problems after they accepted the life-education curriculum. The application of small group could let the students appreciate the goodness of their family members and experience the value of life. The life-education curriculum is also suitable for the use of first and second-grade junior high school students, especially for use in one week, three session classes to coordinate with curriculum in innovative and comprehensive domains.

並列關鍵字

nine-year consistent, comprehensive activities, life meaning, life-education curriculum

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