大學通識生死學課程規劃、目標與內容之研究

Study of Curriculum Programming, Objective and Content on Life and Death Studies for College's General Education

吳美宜(Mei-Yi Wu) ； 黃松元(Song-Yuan Huang)

《學校衛生》 50期 (2007/06) Pp. 59-86

https://doi.org/10.30026/CJSH.200706.0004

摘要

本研究旨在發展「大學通識生死學課程內容綱要」，研究中邀請二十八位大學生死教育專家學者組成專家群，利用修正型德懷術進行研究，經三次的德懷問卷調查，統計分析其結果，獲得專家群穩定且一致的意見。經研究結果顯示：
1. 課程規劃：應考量選修／必修、學分數及單獨設科／融入式教學等層面，且專家群一致認為「生死學」之通識課程以一學期二學分為宜，開課方式則以選修及單獨設科適切性較高。
2. 教學目標：必須涵蓋「知識、資訊分享」、「情意、信念、態度與價值澄清」、「技能、技巧與調適行為」三大層面。
3. 教學內容：必須涵蓋「死亡的本質及意義」、「對死亡及瀕死態度」、「死亡及瀕死的處理調適」、「特殊問題的討論」四大層面。
4. 教學評量：必須涵蓋「認知」、「情意、「技能」三層面，應採多向度的評量工具及兼採質性的評量方式，並開發適合國人之生死態度量表。
5. 與高級中學「生死關懷科」課程銜接問題方面：多數專家表示大學生生活體驗較高中生為佳，若能配合學生在高中選修生死關懷課程，於大學階段由不同教材不同教法，加深加廣的螺旋式更深入探討生死學課程，應有相得益彰之效果。
最後根據結論，分別提出討論與建議，提供大學於通識課程中規劃「生死學」教學目標、內容及評量方式之參考。

關鍵字

大學通識教育 ； 生死學 ； 課程規劃 ； 修正型德懷術

並列摘要

The purpose of study is to develop curriculum outline of the general education of life and death curriculum for college. In conducting the study, specialist groups including 28 scholars from different universities were recruited to performed this research project. During the research process, the Modified Delphi Technique Method was applied in the questionnaire conducting and the results analyses for three times. All the outcomes received the confirmation made by the specialist groups.
The results of this research are presented as follows:
1. The Curriculum Programming: suggest contains selective/required .credit hour and independent/integrated curriculum domains. Specialist groups to be of the opinion that the general education of life and death curriculum should adapted 2credit of the semester and as selected course.
2. The Teaching Objective: suggest contains ”knowledge and information” ”attitude and clarified value” ”technical ability .skill and correct behavior” three domains.
3. The Teaching Content: suggest contains ”death essentiality and meaning” ”faced the death and near death attitude” ”adjust with death and near death” and ”discuss special issue” four domains.
4. The Teaching Evaluation: suggest contains ”knowledge” ”affection” ”skill” three domains. and suggest developed adjustable local life and death attitude multiform evaluation index.
5. Connect with senior high school of life and death curriculum: The most specialist groups are confirmed the life experience of student of college is well to student of senior high school; therefore the teaching resource and the teaching method necessary to discuss life and death with deeply and eurypterid.

並列關鍵字

College's General Education ； Life and Death Studies ； Curriculum Programming ； Modified Delphi Technique Method

參考文獻

Bensley, K. B.(1975).Death Education as A Learning Experence.Washington, D.C.:Clearinghouse on Teacher Education.

Corr, C. A.,Nabe, C. M.,Corr, D.M.(Eds)(2003).Death & Dying: Life & Living.Belmont, CA:Wadsworth Pub. Co.

Corr, C. A.、Nabe, C. M.、Corr, D.M.Eds、張靜玉、徐有進、徐彬、嚴素卿、黃慧玲、章薇卿、徐慧娟等譯、曾煥棠校閱(2003)。死亡教育與輔導。台北市:洪葉。

Gibson, A. B.,Robert, P. C.,Buttery, T. J.(1982).(Death Education: A Concern for The Living).

Glass, J.,Trent(1982).Death Education: An Adult Education Concern.Lifelong Learning.5,24-25.