生命教育的一環—良心的培養之研究

A Study on Conscience cultivation in Life Education

邱惠君(Hui-Chun Chiu)

指導教授 ： 歐陽教 ； 吳庶深

國立臺灣師範大學/教育學院/教育學系/碩士(2001年)

摘要

本研究旨在探討生命教育中良心的培養課程之教材、教學過程、師生反應、實施現況及實施效果與限制。為達上述研究目的，研究者首先進行文獻的蒐集與閱讀，再進一步以觀察、訪談和問卷調查的方式觀察、分析台中某一高中實施良心的培養課程之現況，以獲取更豐富深入的資料。
依據資料分析與討論的結果，本研究可獲致以下結論：
一、良心的培養課程名稱讓學生略有排斥感。
二、興趣是影響學生學習的主要因素。
三、師生之間缺乏共同對「良心」概念的意義建構。
四、教師教學的主觀性若太強，會讓學生有被強迫的感覺。
五、班級氣氛影響學生上課情緒及討論參與的意願。
六、課程本身的限制，增加教學的困難度。
七、時間不足影響到教學成效。
八、大班教學管理不易，影響教學品質。
九、課程整體太重視行為結果的好壞，忽略人的心理因素。
十、教師的信念及對此課程的態度，影響學生的學習。
十一、學生反應大多以自我為優先考量的因素，且以情緒導向為主。
十二、學校成員的支持是課程實施的力量來源。
十三、開放討論的空間，使學校成員能彼此合作。
十四、家庭在學生學習的過程中，亦扮演著重要的角色。
十五、教育政策與外在環境的影響不容忽視。
根據研究的結論與發現，研究者針對課程教材、教學、學校行政機關三方面，提出以下若干建議，以作為實施良心的培養課程之相關單位或人員做參考，最後再針對本研究所有的限制與缺憾，擬出幾項補充與建議，供未來研究參酌之用，期許本文可以激發出更多相關的後續研究，來充實與加強國內對良心的培養之課程的瞭解與發展。
一、課程教材方面
（一）應從小開始做起。
（二）課程名稱應朝良心是「自發的」方向命名。
（三）更貼近學生的生活。
（四）納入人性及現實因素的考量。
（五）提供實踐的練習機會。
二、教學方面
（一）從反省自身開始。
（二）引起學生的興趣與學習動機。
（三）要討論到良心本身。
（四）注意學生的內在需求。
（五）容許不同的意見，避免主觀。
（六）鼓勵學生閱讀及課後討論。
（七）適當的獎懲及班級管理。
（八）時間要足夠。
（九）小班制教學。
三、學校行政機關方面
（一）提供師資培育的進修管道。
（二）學校各單位及各科老師共同配合。
（三）成立專門的負責機構，整合及提供技術和資源。
（四）結合家庭與社會的力量。
四、未來研究方面
（一）擴展研究的主題。
（二）擴大研究的對象。
（三）增加男性學生樣本。
（四）進行長時間研究。

關鍵字

良心 ； 良心的培養 ； 良心教育 ； 生命教育

並列摘要

This study aims to investigate the curriculum of conscience cultivation in life education in terms of teaching materials, the process of teaching, the responses of teachers and students, the current situation as well as the effects and limitations of the practice. In order to achieve the purposes of this study, the researcher first reviewed the literature about the relevant issues, and then analyzed the practice of the curriculum of conscience cultivation in one high school of Taichung by observing, interviewing and conducting a questionnaire survey.
According to the results of data analysis, major findings are summarized as follows:
1. The students in this study feel resistant to the title of “conscience cultivation”.
2. The learning effect of the students depends on whether they are interested in the curriculum.
3. There is little discussion on the underlying concept of conscience between the teacher and students.
4. If the teacher is too subjective in teaching, the students may think that they are forced to learn.
5. The atmosphere in class influences the learning mood of the students and their willingness for discussion and participation.
6. The constraints of the curriculum itself increase the difficulties of teaching.
7. The effects of teaching are influenced by time limitation.
8. It is not easy for the teacher to manage a class with a large number of students, which influences the quality of teaching.
9. The curriculum, as a whole, places too much emphasis on good and bad behaviors, which somewhat neglects the psychological factor of people.
10. The teacher’s teaching belief and attitude toward the curriculum influence the learning of the students.
11. In response to the topics for discussion, the students tend to take a self-centered attitude and are more emotionally oriented.
12. The support from school members is the driving force of the practice of such a curriculum.
13. Discussion is open to all school members so that they can cooperate with one another very well.
14. Family members play an important role in the process of learning of the students.
15. The education policy and external environment can’t be ignored.
Based on the findings in this study, there are some suggestions for teaching, teaching materials and the school administration as a reference for the administration and people that involve the curriculum of conscience cultivation. Finally, according to the limitations of this study, some suggestions are provided for future research. It is hoped that this study can stimulate more studies on this issue for a better understanding and development of the curriculum of conscience cultivation.
1. For teaching materials
(1) The teaching of conscience should begin from childhood.
(2)The curriculum should be titled according to the view that conscience is inherent.
(3) The issues for discussion should be related to the life of students.
(4) Human nature and real-life factors should be taken into consideration.
(5) Teaching materials should provide more chances for students to practice carrying out conscience.
2. For teaching
(1) The teaching of conscience should begin from the introspection of students.
(2) The learning interest and motivation of students should be aroused.
(3) Discussion should be made on the underlying concept of conscience.
(4) Emotional needs of students should be emphasized.
(5) Teachers should allow different opinions from students instead of being too subjective in teaching.
(6) Students should be encouraged to read and discuss after class.
(7) Teachers should employ timely reward and punishment as well as adequate classroom management.
(8) Time for teaching should be sufficient.
(9) The number of students in a class should be reduced.
3. For the school administration
(1) A channel for teacher training should be provided.
(2) The school administration and teachers teaching other subjects should also be responsible for the practice of the curriculum.
(3) A special organization should be set up to deal with conscience education as well as to provide more techniques and resources.
(4) The force from families and from the society should be combined.
4. For future research
(1) More issues should be covered in the study of the curriculum of conscience education.
(2) There should be a larger number and a greater diversity of subjects.
(3) Male subjects should be included.
(4) Relevant studies should be carried out in a long period of time.

並列關鍵字

Conscience ； Conscience cultivation ； Conscience education ； Life education

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