生命教育方案對國小資優學童生命意義感影響之研究

The Effect of a Life Education Course on Improving the Sense of Life Meaning of Elementary Gifted Students

吳淑英(Shu-Ying Wu)

《資優教育研究》 4卷2期 (2004/12) Pp. 17-42

https://doi.org/10.7089/JGE.200412.0017

摘要

本研究的主要目的在根據以Frankl的意義治療法之的核心概念，編製一套國小高年級資優生適用之生命教育課程與國小資優學童生命意義感量表；進一步的探討生命教育方案對國小（五年級）資優學童之生命意義感之影響，根據研究結果，提出具體建議，以為實施生命教育與資優生諮商輔導的參考。

關鍵字

資優生 ； 生命意義感 ； 生命教育

並列摘要

The major purpose of this study was to examine the impacts of Life Education Course on improving the sense of life meaning of gifted elementary students. The secondary purpose was to compile a life education course for gifted students of elementary schools. The third purpose was to design a scale of life meaning of gifted elementary students.
The study used the pretest-posttest control group design. The subjects arc 40 gifted students in 5(superscript th) grade from two elementary schools in Taipei. The experimental group participated in thirteen sessions of the training course, one session per week and 90 minutes per session. During the experimental period, the researcher who taught the training course wrote teaching records as well as the observer wrote observation records. After experiment, subjects were interviewed in-depth by the researcher.
Instruments used for this study included the Scale of Life Meaning of gifted elementary students, the feedback questionnaire of the programs, the suggestion questionnaire of the course, the teaching record form, the observation record form and the interviewed guideline form. The data were analyzed by one way ANCOVA. The opinions of the experimental subjects, observer's observation, comments by means of the feedback questionnaires, and teaching records were used as supplementary to analyze results of this study. The main findings were as follows:
1. There were positive effects on improving the sense of life moaning of the experimental group.
2. The subjects reported that they enjoyed the whole training course, and also reported that the Life Education Course was an excellent curriculum.
3. Positive effects on students' development were found which were as follows:
(1) Help students to develop their self-concept self-esteem and self-acceptance.
(2) Help students to develop their multiple abilities.
(3) Help students to understand the positive moaning of death and reduce the fear of death.
(4) Help students to find their life moaning and to appreciate the other variant lives.
(5) Help students to arrange their lives for their life purposes.
(6) Help students to understand the positive meanings of difficulties and improve their frustration bearing abilities.
(7) Help students to approve their interpersonal relationship and the ability of love.
(8) Prevent students from committing suicide.
Based on the research findings and discussion, several suggestions for the practicing of the Life Education Course were offered and the future researches were proposed.

參考文獻

Dabrowski, K.(1964).Positive Disintegration.Boston:Little Brown & Co.

Edward, M.J.(1999).Gender differences in life meaning and coping strategies as predictors of suicidal manifestation.Master Dissertation, Queen`s University.

Frankl V.E.(1986).The doctor and the soul.New York:Vintage Books.

Gust-Brey, K.,Cross, T.(1999).An examination of the literature base on the suicidal behaviors of gifted students.Roeper Review.22(1),28-36.

O` Connor, K.,Chamberlain, K.(1996).Dimensions of life meaning: A qualitative investigation at mind life.British Journal of Psychology.87(3),461-488.