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http://nhuir.nhu.edu.tw/handle/987654321/19698
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| 題名: | 生死教育課程對香港某中學學生實驗教學之實證研究 |
| 其他題名: | A Study on experimental teaching of Life-and-Death Education Programme for the Secondary School Students in Hong Kong |
| 作者: | 吳宇峰
Wu, Yu-feng |
| 貢獻者: | 生死學研究所
紀潔芳
Chieh-fang Chi |
| 關鍵詞: | 生死教育;香港中學生
Hong kong Secondary School;Life-and-Death Education |
| 日期: | 2009 |
| 上傳時間: | 2015-03-19 11:46:51 (UTC+8) |
| 摘要: | 本研究主要目的是在規劃適合香港中學生之生死教育課程，並作實驗教學。研究的對象為 2008學年度就讀於某香港中學六年級學生共32人，為實驗進行實驗性教學。 本研究採實驗教學法與訪談法，由研究者親自擔任生死教育課程之教學，每週一節課，共八週(12 小時)。研究者透過「《我的生死書》學習單」、「課程總回饋表」及學生訪談等資料做為評量此生死教育課程實施成效之輔佐、工具。 研究結果歸納如下:一、從學生「學習單」、「課程總回饋表」、「體驗活動心得」、「訪談資料」等顯示，學生對生死教育的課程非常感動、有興趣，並得到頗多生命意義的啟示。二、香港中學生最喜歡的生死教育教學方式為「影片欣賞」，其次為「體驗活動」，排列第三的是「播放歌曲」。運用多媒體教學資源、運用活潑生動教學方法有助引起學生的學習興趣，説明學生認識生命的意義和價值。三、生死教育課程影響最大的單元為是「生命的禮贊－生命鬥士」和「生之喜悅－新生命的誕生」，其次為「生與死－死亡與瀕死的面對」，「生命的問題－生命意義的探索」排行第三。生死交融的課程設計與安排，有助學生體認生命和死亡的意義和價值，對生命有更完整的瞭解。四、運用多媒體教學資源、運用活潑生動教學方法、設計與實施體驗的教學活動，有助促發學生通往課程所設立的生死教育之目標。 根據上述的研究結果，研究者提出具體建議，包括對生死教育教學者、學習者、教育行政機關、學校輔導中心、社會及社區等方面，以作為推動生死教育工作者及後續研究者之參考。
The main purpose of this study is to plan and implement the life-and-death education program suitable for students at Secondary School as well as to explore the effects of such program of the students at Secondary School. Based on the results of the research, concrete suggestions are presented as a reference of developing life-and-death programs in technology colleges in Hong Kong. The object of study was targeted to 32 junior students of one class in a Secondary School in Hong Kong. Experimental teaching and interview research designs were adopted. The researcher in person taught the life-and-death program one session every week to the students of the experimental group for 8 weeks (10 hours). Hypotheses were also tested through analysis questionnaire as well as interviews. Besides, the researcher used 《My Book of Life and Death》 Unit Sheet, Program Feedback Form as assistant tools to evaluate the performance of implementing the life-and-death program. Results of the study are concluded as follows:1.From the research date collection and the analysis, students ＂Unit Sheet＂,＂Program Feedback Form＂, ＂Experiential Activities Feedback＂ and ＂the Interview Data＂, student opposite dead education's curriculum is affected, the student has the interest, and obtains the quite a lot life significance enlightenment.2.The most popular way of teaching life-and-death program with students at a Secondary School is video teaching. The second favorable way is experiential activities and listen to the music ranks the third place.It is helpful to arouse student's study interest, and bright student knows the significance and value of Life.3.The most influential unit in the life-and-death program is Brave of Life and Face Death and Dying is next. Finding the meaning of life ranks the third. The life and death curriculum design and arrangement, are helpful for the student to realize the significance and the value of life and the death, and has a more complete understanding to the life.4.Utilizes the multimedia teaching resources, the lively vivid teaching method, the design and the implementation experience teaching activity, are helpful for leading student towards the goal of the life and death education. Based on the study results above, the researcher proposed specific suggestions, including to life-and-death educators, learners, administrative organizations in charge of education, assistance centers at schools, the society for serving as a reference for life-and-death education promoters and follow-up researchers. |
| 顯示於類別: | [生死學系(生死學系碩士班,哲學與生命教育碩士班)] 博碩士論文-生死學系碩士班
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