生命教育融入大學防衛動員課程之行動研究

An Action Research of Integrating Life Education into Defense Mobilization Curriculum for University

鄧惠丹(Teng, Hui-Dan)

指導教授 ： 楊心怡

國立臺北科技大學/工程學院/技術及職業教育研究所/碩士(2014年)

摘要

本研究旨在探討大一學生實施「生命教育融入防衛動員課程」後，對其生命態度之影響，研究者透過與學生密切的互動，掌握學生的學習狀況及回饋情形。本研究對象為大一學生，採取的研究方法為「行動研究」。上課方式以簡報、影片、歌曲及故事等多媒體方式教授，結合六單元之融入式課程活動，最後綜合「學習單、課程回饋單、訪談紀錄、觀察紀錄、教學省思札記及量表」完成比較分析，以驗證教學成果，獲致以下結論：
一、生命教育融入防衛動員課程在「人與自己」、「人與他人」、「人與環境」、「人與宇宙」等四個向度實施成效顯著。
二、生命教育融入防衛動員課程對學生生命態度具正面影響。在整體及「理想」、「生命自主」、「存在感」、「愛與關懷」、「死亡態度」、「生命經驗」等六個層面的生命態度，均有明顯的進步。
三、生命教育融入大一防衛動員課程，能活潑軍事教學，使軍事教學與學生輔導產生連結，賦予軍事教學新生命，但仍有進步的空間，透過研究者對教學所遭遇的問題進行分析，並提出行動策略。
依據以上結論，研究者針對生命教育融入防衛動員課程提出建議，以期能提供輔導人員及未來研究者的參考。

關鍵字

生命教育 ； 生命態度 ； 融入式課程設計 ； 防衛動員

並列摘要

The research aims to study the influence of “the integration of life education into the defense mobilization curriculum for university” on freshmen university students. The researcher can know students’ learning progresses and feedbacks by closely interacting with students. The subject of this research was freshmen university students, and the research method was “Action Research.” In class, students were taught with the teaching methods associated with multimedia materials, such as PowerPoint slides, films, songs, and stories, combining with the six chapters of activities of infusion curriculum. The results of teaching were checked with the methods of comparative analysis from the results of “working sheets, class feedback sheets, interview record, record of observation, notes of educational review, and scale.”
The conclusions are:
1. The effect of integrating life education into defense mobilization curriculum was significant on the four aspects of “individual and self,” “individual and others,” “individual and the environment,” and “individual and the universe”;
2. Integrating life education into defense mobilization curriculum brought positive effect on students’ life attitude. The general life attitude and the life attitude of the six aspects of “expectation,” life dominion,” “sense of existence,” love and care,” “attitude towards death,” and “life experiences” are significantly improved;
3. Integrating life education into defense mobilization curriculum for freshmen university students can energize military teaching, which can also connect military teaching and student counselling, and gives military teaching a new life. However, improvement can be made by action strategies proposed by the researcher based on the analysis of the questions which researcher had in teaching, and furthermore propose action strategies.
According the conclusion above, researcher proposes suggestion based on integrating life education into defense mobilization curriculum to be the references for counsellors, and future researchers.

並列關鍵字

Life education ； life attitude ； integrating curriculum design ； defense mobilization

參考文獻

張羽旭(2012)。生命教育融入國中國文課程之行動研究。國立臺北科技大學技術及職業教育研究所碩士論文，未出版，臺北市。

陳佳禧（2001）。生命教育之體認。臺北市：水牛。

鈕則誠（2004）。生命教育學理與體驗。臺北市：揚智。

吳庶深（2002）。先進國家與我國中等學校生命教育之比較研究。臺北市：教育部。

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。