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http://nhuir.nhu.edu.tw/handle/987654321/19711
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| 題名: | 生命教育教學對國一學生生命意義感之探討─以體驗課程教學活動為例 |
| 其他題名: | A Study of Life Education for Junior High School Students--Example for Experimental Teaching Curriculum |
| 作者: | 林鋒信
Lin, Feng-shinn |
| 貢獻者: | 生死學研究所
紀潔芳
Chieh-fang Chi |
| 關鍵詞: | 生命教育;體驗;生命意義感
the meaning of Purpose in Life;Life Education;Experiment |
| 日期: | 2009 |
| 上傳時間: | 2015-03-19 11:47:10 (UTC+8) |
| 摘要: | 本研究之目的主要在經由設計為期12 週、每週兩節課的生命教育體驗課程教學活動，並以適當的視聽媒體、繪本、體驗課程、團體輔導等歷程，試圖達成以下目標來探討國一學生在生命意義感之影響：一、規劃並實施適合國中學生生命教育體驗課程之教學活動。二、探討生命教育體驗課程教學活動對國中學生生命意義感之立即性效果。三、探討生命教育體驗課程教學活動對國中學生命意義感之延宕性效果。四、根據以上結果來提出建議，以作為國中階段發展生命教育課程之參考。 研究方法則採取準實驗法，且在每次的課程結束後，也給予學習回饋單，若學生在每日的聯絡簿上有表達該課程的心情回饋，研究者會立即給予回應，以做為評量課程實施成效之輔助工具。 本研究重作信度、效度，並依因素分析與信效度結果將量表分為五個分量表，分別為「生活目標」、「生活期待」、「生命熱誠」、「對死亡的觀點」、「自主性」。所得資料以獨立樣本單因子共變數分析法進行統計分析，另外加上單元學習單、聯絡簿予以說明。 本研究結果歸納如下：一、生命教育體驗教學對國一學生生命意義感之成效，達立即性顯著有：「總量表」、分量表「生活目標」；達延宕性顯著有：「總量表」、「生活目標」、「生命熱誠」。二、學生對於生命教育體驗教學，最喜愛的單元依序為心心相應→生命與憂鬱→寶貝蛋→一生的故事等單元。三、從學習單與回饋單中得知：生命教育體驗教學課程深受學生喜愛，且適合國中學生可有效增進學生的生命意義感。
The goal of this study is to design an Experimental Teaching Curriculum of Life Education for junior high school students. In the curriculum, we designed a twelve-week teaching activity, two classes for each week. By using multimedia materials, painting books, experimental programs, and group guidance, we try to achieve the following goals and to probe the effects after implementing our Experimental Teaching Curriculum of Life Education for the seventh grade students. The goals we try to achieve are as followed:1. Design and implement an Experimental Teaching Curriculum of Life Education activity for junior high school students.2. Probe the immediate effects after implementing the Experimental Teaching Curriculum of Life Education.3. Probe the procrastinated effects after implementing the Experimental Teaching Curriculum of Life Education.4. As a reference for continuing research in the area of Life Education for junior high school students. In our research, we adopted the quasi-experimental research designs. We gave students feedback sheets after class, and we also gave them immediate responses when they expressed their feedback in communication books. We hoped these two methods could be the assistant tool for evaluating the results of Experimental Teaching Curriculum. In our research, we re-calculated the reliability and validity. We divided the Scale into five Sub-Scales by Factor Analysis and the results of reliability and validity. The Sub-Scales include Life Goal, Life Expecting, Life Enthusiasm, View in Death, and Independence. We adopted students' feedback data to proceed statistical verification by ＂One-Way ANOVA, independent samples＂. Then we used feedback sheets and communication books to make further explanation. The summaries of our research result are as followed:1. The effects of the Experimental Teaching Curriculum of Life Education for 7th grade students:A. The immediate effects after implementing included Total Scale, and Life Goal in Sub-Scales.B. The procrastinated effects after implementing included Total Scale, Life Goal, and Life Enthusiasm in Sub-Scales.2. The favorite units for students in the Experimental Teaching Curriculum of Life Education are sorted as followed: The communion of heart with heart, Life and Depression, Baby-Egg, and The stories of life.3. By analyzing students' learning sheets and feedback sheets, we learned our Experimental Teaching Curriculum of Life Education are deeply accepted by students, and it is very suitable for junior high students to improve their view of the meaning of Purpose in Life. |
| 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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