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  • 學位論文

生命教育課程對國中學生自我概念影響之研究

The Effect of Life Education Curriculum on Self-Concept of Junior high School Students.

指導教授 : 張樹倫 博士
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摘要


本研究旨在探討生命教育課程對國中學生自我概念的影響及實施成效,並根據研究結果提出具體可行之建議。本研究以量化研究為主,質性研究為輔,量化研究方面採準實驗研究法,以南投縣山城國中七年級學生為研究對象,實驗學生接受九週十八堂課的實驗課程,並以「田納西自我概念量表」為研究工具,以前測成績為共變數,後測成績為依變數,進行單因子共變數分析,質性研究方面則以內容分析法探求實驗組學生接受生命教育課程後的真實感受。透過量化統計與質性資料分析,以瞭解課程實施之成效。本研究主要結論如下: (一)任教學校實驗組與控制組學生的自我概念,略低於台灣地區國中生常模平均值,有提升的空間。 (二)生命教育課程有助於實驗組學生「生理自我」、「道德倫理自我」、「心理自我」、「社會自我」與「學業自我」概念的提升。 (三)生命教育課程對於實驗組學生「家庭自我」概念沒有提升的作用。 (四)生命教育課程對於實驗組學生「整體自我」概念有顯著提升的作用。 (五)生命教育課程受到學生高度的喜愛與認同,且多數學生表示在生命教育課程中有所收穫,了解生命的獨特性、明瞭自己存在的價值、更加認識自己、喜歡自己、懂得關心他人、尊重他人、提升人際相處的智慧。 根據以上研究結果,分別對有志於生命教育的老師、學校行政單位、未來後續研究提出建議,做為未來實施或研究生命教育之參考。

並列摘要


The purpose of this study is to explore the effect and influence of life education curriculum on junior high school students’ self concept and offer the feasible suggestions in implementation. This research relies mainly on the quantitative research method; the qualitative research method is also adopted to make it more complete. In order to get the information by the quantitative research method, the quasi-experimental measure is chosen to collect data from students who are in the seventh year of junior high school in Nantou County and receive nine-week experimental courses. Moreover, Tennessee Self Concept Scale is also conducted as a research tool to collate the single-factor analysis of covariance by taking pre-tests as covariate variables and post-tests as dependent variables. On the other hand, the qualitative research method is used to explore the true impressions of the students in the experimental group after taking life education courses. Therefore, the quantitative statistics and the qualitative analysis are both combined in this study to evaluate the effect of implementing life education courses. The main findings of this research are as follows: (1) Students’ self- concept in the experimental group and the control group is slightly lower than the average mould of the junior school students in Taiwan which means there is still space for further improvement. (2) Life education curriculum can effectively promote students’ self-concept in the aspects of personal self, moral-ethical self, physical self, social self, and school self. (3) The concept of family self is not improved for the students in the experimental group after taking life education courses. (4) By taking life education courses, the concept of entirety self is significantly enhanced for the students in the experimental group. (5 ) Life education courses get students’ high approvals and affections. For instant, most students understand the uniqueness of their life and the value of existing, know oneself, love oneself , know how to care about and respect others, and even improve the intelligence in getting along with people. The result of the study above would be hopefully offer brief ideas and effective references for the teachers who are interested in life education curriculum, school administrative units, follow-up studies or further implementation in the future.

參考文獻


劉緬懷(1993)。價值澄清法在道德教育中的應用。初等教育,2,173-206。
鈕則誠(2004)。生命教育─學理與體驗。台北:揚智。
詹棟樑(2004)。生命教育。台北:師大。
吳武典(2003)。輔導原理。台北:心理。
蔡明昌、吳瓊洳(2004)。融入式生命教育的課程設計。教育學刊,23,159-182。

被引用紀錄


江貞穎(2014)。國中生自我概念與學習適應之關聯性研究 ─以桃園縣為例〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu201400477

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