本研究主要目的在於探討戲劇活動生命教育模式對於國小學童生命教育之教學成效研究。綜合上述研究結果，對未來進行生命教育課程時之參考。 本研究採準實驗研究法，以嘉義市某國小四年級學生共44名學生為研究對象，實驗組（學生22名）接受為期十六週，每週一節，每節40分鐘，共640分鐘之生命教育課程；控制組（學生22名）實驗期間不予任何實驗處理。研究工具以「兒童自我態度問卷」、「人際關係問卷」進行前測、後測、追蹤測驗，以了解戲劇活動生命教育模式對於國小四年級學生之學習成效。 研究資料分析方面，以量化資料採獨立樣本單因子共變數分析（ANCOVA）進行研究假設考驗分析戲劇活動生命教育課程對國小四年級學生之教學成效。 研究結果：一、戲劇活動生命教育課程對國小四年級學生「自我概念」具立即性與延宕性影響成效；二、戲劇活動生命教育課程對國小四年級學生「人際關係」不具有立即性與延宕性影響成效； 根據上述研究結果，分別對有志於生命教育的老師、學校行政單位、教育行政當局、未來研究者提出建議，做為未來生命教育實施或研究之參考。 The main purpose of this study is to explore the teaching effectiveness of life education of dramatic techniques for elementary students . Based on the research, dramatic techniques are proposed to help elementary teachers implement life education programs in the future. This study adopted Quasi-experimental Research Method. Its subjects were 44 fourth graders in an elementary school, Chia-Yi City. They were divided into two groups: experimental group ( 22 students), and control group (33 students). Experimental group received sixteen weeks (640 minutes) life education programs of dramatic techniques . Control group has no experimental procedure. The self-concept and interpersonal relationship were included in scale to conduct the pretest, posttest and follow-up test to realize the learning achievement created by life education model of dramatic techniques applied to the fourth graders. The quantification research data were analyzed by Analysis of Covariance (ANCOVA) to test the hypothesis. To analyze fourth graders’ the teaching effectiveness of life education of dramatic techniques , qualitative data were also collected by unit learning sheets, unit worksheet, overall reflection sheet, oral interview and program evaluation form. Result1、The total score of “self-concept”, dramatic techniques life education program obviously had more immediate and delayed effects than the control group.2、The total score of “interpersonal-relationship”, dramatic techniques life education program obviously had not immediate and delayed effects than the control group. Based on the findings mentioned above, some referential suggestions of improving or applying future life education were proposed to administrative organizations, schools and follow-up teachers to choose and implement life education model of dramatic techniques. In addition, several research fields and directions were also provided as referential suggestions to dramatic techniques models of life education.
