生命教育核心素養與本質－以數位多媒體為例

Core Competencies and Essence of Life Education-Taking Digital Multimedia as an Example

曾麗玉(Li-Yu Tseng)

《中華科技大學學報》 79期 (2020/05) Pp. 75-112

摘要

本文試從生命教育本質，探討生命教育「五大核心素養」之實踐以及所遇到的難題。本研究指出「五大核心素養」的「素養」並不等同華人文化傳統教育所謂的「素養」之本意，而是指推動生命教育過程中所需具備的關鍵性能力與主題範疇。「五大核心素養」包括哲學思考、人學探索、終極關懷、價值思辨、靈性修養，前兩者是方法與基礎，後三者是議題範疇。嚴格說來，這些並不是生命教育的本質，生命教育的本質係「生命」與「愛」──作為連貫與統整生命教育之議題發展的主軸。從傳統經典「素養」的思維，生命教育的「素養」應指平時養成回到「生命」的源頭與脈絡，讓愛不斷湧流，方能落實十二年國教以生命教育為核心素養的願景。

關鍵字

十二年國民基本教育 ； 生命教育 ； 五大核心素養 ； 生命教育的本質 ； 數位多媒體

並列摘要

Based on the horizon of life education essence, this paper explores the practice of ＂five core competencies＂ and the problems encountered in life education. The research points out the word ＂competency＂ in ＂five core competencies＂ is different from the term ＂daily cultivation＂ in Chinese traditional culture education. The former refers to the core capacity and thematic fields need to be promoted in life education. The five core competencies include philosophical thinking, anthropology exploring, ultimate concern, critical value thinking, and spiritual cultivation. The first two are methods and foundations, while the last three are thematic fields. Strictly speaking, they are not the essence of life education. The essence of life education should be ＂life＂ and ＂love＂, which act as an axis linking and integrating the development of life education issues. According to the traditional classic literacy, the ＂daily cultivation＂ of life education should refer to turning back to the source and context of ＂life＂ and keeping love constantly flowing. The vision of taking life education as the core of 12-year basic education can thus be implemented.

並列關鍵字

12-year basic education ； life education ； five core competencies ； life education essence ； digital multimedia