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    請使用永久網址來引用或連結此文件: http://nhuir.nhu.edu.tw/handle/987654321/20859


    題名: 死亡教育課程對喪親國一學生死亡態度之影響－以嘉義市兩國中一年級學生為例
    作者: 陳彥良
    貢獻者: 生死學研究所
    尉遲淦
    Kan YwiChi
    關鍵詞: 死亡態度;喪親青少年;團體晤談;死亡教育課程;不等組前後測設計準實驗研究;2×3二因子混合設計變異分析;死亡態度量表
    death attitudes;parent-dead students;Group interviews;death educational program(DEP);pretest-posttest noncontrol-group quasi-experiment researc;Mixed-designed two-way ANOVA;Death Attitude Profile-Revised scale(DAR-P)
    日期: 2002
    上傳時間: 2015-05-18 15:14:19 (UTC+8)
    摘要: 本研究以嘉義市兩國中33位國中一年級喪親學生為對象，主要目的是瞭解死亡教育課程教學對其死亡態度產生之影響，在研究設計上採不等組前後測設計準實驗研究（pretest-postent noncontrol-group quasi-experiment research），將研究對象分成實驗組12人與控制組21人分組進行，實驗組採小團體方式實施死亡教育課程教學，過程中實驗組受試者接受十節課(每節五十分鐘)的死亡教育課程教學及五次的團體晤談（每次一小時），團體晤談於每次死亡教育課程教學之後實施，每一次晤談均訂定晤談大綱，希望能藉此討論探究「死亡態度」在死亡教育課程實施過程中的變化情形，並同時以課程學習回饋單的資料來探索其學習成效及學習滿意度；而控制組受試者則不施予死亡教育課程教學（但考量研究倫理將於持續測量完成後，對其進行同樣的課程教學）。兩組受試者並同時以「死亡態度量表」進行前、後測及持續測量，三次量表資料以「2×3二因子混合設計變異分析」進行分析探究，藉此探究死亡教育課程對國一喪親學生實施教學是否達成有效影響其死亡態度。 本研究發現: 一、 死亡教育課程可以降低國一喪親學生「死亡態度量表-死亡恐懼」態度，且效果可以持續到四週之後。 二、 死亡教育課程可以降低國一喪親學生「死亡態度量表-死亡逃避」態度，且效果可以持續到四週之後。 三、 死亡教育課程可以提高國一喪親學生「死亡態度量表-中性接受」態度，且效果可以持續到四週之後。 四、 死亡教育課程可以提高國一喪親學生「死亡態度量表-趨近接受」態度，且效果可以持續到四週之後。 五、 死亡教育課程可以降低國一喪親學生「死亡態度量表-逃離接受」態度，且效果可以持續到四週之後。 六、 從學生的回饋單中顯示，受試者在課程學習過程中展現出對死亡相關事物的認知增加，面對死亡時願意以更積極的態度珍惜今生的生命。 七、 團體晤談藉由個人經驗、想法的分享，催化了實驗組成員的行為調適，而彼此間的關懷與接納，新的人際支持網絡便在相互交流中逐漸形成；引導探索「死亡態度」的過程中反覆激盪思考死亡的意義、內涵等，有助於其死亡概念、態度的澄清與改變。 綜合而言，本研究發現，由研究者編撰的死亡教育課程教學，能改變實驗組受試者的「死亡態度」，且可持續至四週以後。從量表資料、學習回饋單及團體晤談等資料均可顯示死亡教育課程在幫助國一喪親學生面對死亡的態度上產生了影響。同時本研究也就研究結果提出進一步的討論與建議，以提供國內相關研究與實務工作者針對特殊團體發展死亡教育課程及未來研究之參考。
    This study involving 33 junior high school parent-dead students was mainly aimed at exploration of the influence of death educational program(DEP) upon death attitudes. The design referred to is based on pretest-posttest noncontrol-group quasi-experiment research, deviding the subjects into two types of cohorts as an experiment group (12) and a control group (21). In the process of studys, an instructional program relevant to death education was employed to observational subjects, including 10 hours of death educational instruction and 5 times of group counseling(an hour for each), which were sequenced behind each instructional class. An interview outline was specified for each session with an attempt to monitor the procedures and to function as feedback for the effects and satisfaction. On the other hand the matched control group did not take any death educational course, although they had make-up sessions for ethic reasons afterwards. In the long run, the two groups were examined for pretest, posttest and follow-up test by Death Attitude Profile-Revised scale(DAR-P), verificed by Mixed-designed two-way ANOVA, to clarify the effectiveness of death education program and the attitudes toward death between the two groups. Some findings involving this project are as follows: 1. DEP can lower fear of death(DAR-P) of the junior one parent-dead subjects and the effects may last for four weeks. 2. DEP can lower death avoidance(DAR-P) of the junior one parent-dead subjects,validating for four weeks. 3. DEP can enhance neutral acception(DAR-P), with a duration of four weeks. 4. DEP can enhance approach acception(DAR-P), similarly lasting significantly for four weeks. 5. DEP can lower escape acceptance(DAR-P), with the effects enduring for four weeks. 6. The feedback from the subjects indicates that the subjects get more aware of knowledge relevant to death and accordingly show more positive attitudes to living life when facing death. 7. Group interviews during which individual experience and ideas were fully shared made the members of the experiment group more adjustable, considerate and generous. Thus an interpersonal support network has been formed, favorably helping brainstorm, clarify and even alter the nature and concept of death. To sum up, this study addressed DEP might change the attitudes towards death of the experiment group and its effects might last for four weeks. The counseling feedback could change the attitudes towards death. Some suggestions were presented as references for practitioners and researchers to undertake further studies.
    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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