生命教育的推動與創新教學範例分析

The Promotion of Life Education and the Analysis of the Cases of Creative Teaching

吳庶深(Shu-Sum Ng) ； 詹文克(Wen-Ko Chan)

《生命教育與健康促進學術論文研討會論文集》 2009 (2009/04) Pp. 229-230

https://doi.org/10.29869/LIFEHEALTH.200904.0229

摘要

台灣生命教育自1997年發展至今已超過十年的時間，從近幾年教育主管單位舉辦與生命教育的相關研習活動與各級學校推動生命教育的活動課程來看，生命教育已經成爲各學科不可或缺的主要內涵。然而，隨著社會的多元發展，學校教育不能只是藉由過去的經驗，教授現在的學生去面對未來的問題。況且生命教育是著眼於學生的全人發展，注重生活實踐的內化課程，因此，在面對生命教育推動的第二個十年，生命教育的教學設計與進行，應該具備創新的思維與作法，注重區域文化的差別，引領學生思考生命存在的價值，體驗生命多元與豐富的意義。
本文第一部分強調「全人發展的生命教育」爲生命教育實施的過程，論述生命教育即爲「全人教育」的理念，幫助學生找出生命的意義與價值，並活出尊重生命、珍惜生命的豐盛人生。第二部分「生命教育的發展」，介紹台灣、澳門、香港與大陸地區兩岸四地生命教育的發展與現況，藉以瞭解台灣生命教育的推動在兩岸學術發展與學校教學的重要性。第三部分介紹兩篇2006年台灣教育部生命教育創新教學競賽得獎作品，分析得獎作品的創新意涵，並且歸納出生命教育教學創新的三個特點。最後期待生命教育在各級學校的實施能夠展現活力與創意，幫助每位青少年都能建立積極正向的人生、超越生命的限制，活出美好的生命。

關鍵字

生命教育 ； 全人教育 ； 全人發展 ； 創新教學

並列摘要

Life Education has been developed in Taiwan for more than ten years since 1997. According to the in-service training activities of life education developed by education authorities and the curricula of life education promoted by schools, life education has been involved in every school subject. With the multi-developments of the society, however, schools cannot equip pupils with the past experience to face their future. Life education is emphasized for pupils' holistic development; therefore, there should be creative thoughts and strategies in the teaching of life education. The difference in local culture should be stressed in order to lead pupils to think about the values of their life and to experience the various meanings of their life when facing the second decade of promoting life education.
First, the paper highlighted that ”holistic development for life education” is the process of implementing life education. That is, life education is the concept of ”holistic education”. The promotion of life education was to help pupils to understand the meanings of life and the values of existence. The second part of the paper, ”the development of life education”, is about to introduce the current development of life education in Taiwan, Macao, Hong Kong, and Mainland China. This could help to understand the importance of Taiwan’s promotion of life education. Thirdly, two teaching programs of life education awarded by Ministry of Education in 2006 were introduced and their innovation was analyzed as well. Three features of creative teaching were summarized from the analysis of these two works. Finally, it was to expect that life education could be delivered by schools creatively and enthusiastically. The delivery of life education could help young people hold active and positive attitudes toward their life, go beyond the limit of life and live a wonderful life.

並列關鍵字

life education ； holistic education ； holistic development ； creative teaching