國小學童生命教育與自我概念的關係-以彩虹「人與己」課程為例

虞雅雯(Ya-Wen Yu)

指導教授 ： 黃迺毓

國立臺灣師範大學/教育學院/人類發展與家庭學系/碩士(2011年)

摘要

本研究主要目的在了解國小學生自我概念在參與生命教育與否之差異，並探討學生參與生命教育與否的自我概念在不同變項之差異，進一步探討彩虹「人與己」課程教學對學生自我概念的影響。研究對象為國小四、五、六年級學生，以「中文田納西自我概念量表－學生版」作為施測工具，並針對問卷調查結果，訪談五位經驗豐富的生命教育志工。
本研究之研究設計採取質量並重之方法，第一階段以問卷調查進行統計分析，以了解國小學生自我概念在參與生命教育與否的差異，並探討參與生命教育與否的自我概念在不同變項的差異。第二階段則以半結構式訪談，訪談五位實際在國小帶領彩虹「人與己」課程的志工，了解其對問卷調查結果的回應，並探討彩虹「人與己」課程教學對學生自我概念的影響，之後將問卷調查及訪談內容之結果加以整理分析，提出結論如下：
一、國小學生「生理自我」、「道德倫理自我」、「心理自我」、「家庭自我」、「學業/工作自我」、「整體自我」在參與生命教育與否無顯著差異，唯有分層面上的「社會自我」在參與生命教育與否有顯著差異，參與生命教育的學生低於未參與的學生。
二、參與生命教育與否的「道德倫理自我」在性別有顯著差異，至於「生理自我」只有未參與生命教育的學生在性別有顯著差異，參與生命教育的學生則無顯著差異。
三、參與生命教育與否的「家庭自我」在年級有顯著差異，至於「學業/工作自我」只有未參與生命教育的學生在年級有顯著差異，參與生命教育的學生則無顯著差異。
四、參與生命教育與否的自我概念各面向在出生序無顯著差異，至於「整體自我」只有參與生命教育的學生在出生序有顯著差異。
五、生命教育志工進行彩虹「人與己」課程時的教學方式帶領，對學生自我概念具有關鍵的影響。
本研究根據上述結果，分別對生命教育教學者、學校及教育行政單位、家長以及未來研究提出建議以供參考。

關鍵字

生命教育 ； 彩虹「人與己」課程 ； 自我概念

並列摘要

This research aims to figure out whether taking life education or not makes a difference to the self-concept of elementary school students. Comparing the differences in relation to distinct variables, I would further explore how the Rainbow “self and other” curriculum influences the self-concept of students. I design my questionnaire in Tennessee Self-Concept Scale and distribute it to the fourth, fifth, and sixth graders in elementary schools. According to the result of the questionnaire survey, I interview five experienced volunteers of life education.
This research adopts a qualitative and quantitative method: The first part is the statistical analysis of the questionnaire survey. This analysis helps me both understand different self-concepts of elementary school students who take life education or not and explore these differences in relation to distinct variables. The second part is my semi-structured interview of five volunteers who lead the Rainbow “self and other” curriculum in elementary schools. Through the interview, I’d know their responses to the results of the questionnaire survey and examine the influence of the Rainbow “self and other” curriculum on students’ self-concept. Collecting and analyzing questionnaires and interviews, I draw my observations as follows:
I. Whether taking life education or not, elementary school students show no obvious difference to their “physical self,” “moral-ethical self,” “personal self,” “family self,” “school self,” and “self-concept in a whole.” The difference lies only in their “social self.”
II. Life education makes noted difference to sexes regarding the “moral-ethical self” of students. As for the “physical self,” students who do not take life education differ more on sexes than those who take life education.
III. Life education also makes plain difference to different graders concerning the “family self” of students. As for the “school self,” students who do not take life education differ more than those who take it.
IV. Taking life education does not make patent difference on students’ self-concept regarding their birth order. As for the “self-concept in a whole,” only those who take life education show great difference in relation to their birth order.
V. Volunteers of life education have crucial influence on students’ self-concept if they conduct the Rainbow “self and other” curriculum.
I hope the results of my research as listed above provide useful suggestions for life educators, schools, the education administration, and parents as well as contribute to the future study.

並列關鍵字

Life Education ； Rainbow “Self and Other” Curriculum ； Self-Concept

參考文獻

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