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| 題名: | 生死教育對某技職校院學生生命意義感教學成效之探討－以商業設計系為例 |
| 其他題名: | A Study on the Effects of Life-and-Death Education for the Meaning of Life of the Students at a Technology College--As Department of Commercial Design |
| 作者: | 紀玉足
Chi, Yu-tsu |
| 貢獻者: | 生死學研究所
紀潔芳
Chieh-Fang Chi |
| 關鍵詞: | 生命意義感;生死教育
the Meaning of Life;Life-and-Death Education |
| 日期: | 2003 |
| 上傳時間: | 2015-05-28 14:15:49 (UTC+8) |
| 摘要: | 本研究主要目的是在規劃並實施適合技職校院學生之生死教育課程，並探討該課程對技職校院學生之生命意義感之立即性和持續性影響，綜合以上研究結果提出具體建議，作為國內技職校院發展生死教育課程之參考。 研究的對象為91學年度就讀於中部某技術學院四技三年級進修部學生兩班共70人，分為實驗組(35人)，與控制組(35人)，進行試驗性教學，除實驗因子外，儘量減少其他因素干擾，在同一時間點進行實驗研究分析，以統整實驗組與控制組學生對生命意義感之差異。 本研究採準實驗研究法進行前測、後測與追蹤測研究，實驗組學生由研究者親自擔任生死教育課程之教學，每週二節課，共十六週(32小時)，實驗研究期間控制組學生不受任何處理。使用的評量工具則參考何英奇(1990)編製之「生命態度剖面圖」進行研究，所得之資料以獨立樣本單因子共變數分析進行統計分析，並輔以半結構式問卷分析、深入訪談分析，以考驗研究假設;除此之外，研究者透過「單元回饋單」、「課程總回饋表」、「訪談記錄表」及「學生學習成效」做為評量此生死教育課程實施成效之輔佐工具。 本研究結果歸納如下:一、生死教育課程對技職校院學生的生命意義感具有正向的立即影響效果。二、生死教育課程對技職校院學生的生命意義感在追蹤測具有持續性的影響效果。三、從實驗組學生的「單元回饋單」、「課程總回饋表」、「訪談記錄表」及「學生學習成效」顯示，此生死教育課程 適合技職校院學生採用。四、技職校院學生最喜歡的生死教育課程教學方式為錄影帶教學，其次是說故事，排行第三的是投影片教學。五、生死教育課程影響最大的單元為是「認識墮胎」，其次為「死亡及瀕死的面對」，「安寧療護」排行第三。六、生死教育課程會引發部分學生感到恐懼的單元有「認識墮胎」、「死亡及瀕死的面對」及「預立遺囑」。七、生死教育課程能達到預定之教學目標。八、教學媒體多元運用教學成效良好。九、生命教育教學活動設計融入專業知識中效果特別殊勝。 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、教育行政機關、傳播媒體、學習者、家長、學校輔導中心、社會及民間社團等方面，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 technology colleges as well as to explore the immediate and sustaining effects of such program on the meanings of life of the students at technology colleges. Based on the results of the research, concrete suggestions are presented as a reference of developing life-and-death programs in technology colleges in Taiwan. The object of study was targeted to 70 junior students of two classes in a four-year institute of technology in central Taiwan. They were divided into one experimental group (35 people) and one control group (35 people) for test teaching. Except for the experimental factors, interference of other elements was reduced to the maximum extent so as to conduct analysis of this experiment at the same time and to integrate the differences of these two groups towards the meanings of life. Pretest, posttest and follow-up test of the quasi-experimental research designs were adopted. The researcher in person taught the life-and-death pro-gram two sessions every week to the students of the experimental group for 16 weeks (32 hours); however, the students of the control group did not receive any of such instructions. Using a quasi-experimental methodology in combina-tion with reverencing Dr. Y. C. Ho’s (1990) “Sectional drawing of attitude of life”, all individual specimen data’s factors and variables were analyzed by one-way Analysis of Covariance (ANCOVA). Hypotheses were also tested through analysis of semi-structural questionnaire as well as in-depth interviews. Be-sides, the researcher used Unit Feedback Sheet, Program Feedback Form, Inter-view Records and Learning Achievements of Students as assistant tools to eva-luate the performance of implementing the life-and-death program. Results of the study are concluded as follows:1.The life-and-death program imposes positive and immediate impact upon students at a technology college towards the meanings of life.2.The life-and-death program imposes sustaining impact upon students at a technology college towards the meanings of life.3.According to Unit Feedback Sheet, Program Feedback Form, Interview Records and Learning Achievements of Students collected from the experimental group,this life-and-death program is suitable for students at a technology college.4.The most popular way of teaching life-and-death program with students at a technology college is video tape teaching. The second favorable way is story telling and slide teaching through an overrhead projector ranks the third place.5.The most influential unit in the life-and-death program is A Knowledge of Abortion and Face Death and Dying is next. POSPICE ranks the third.6.Units that make part of the students frightened in the life-and-death program include A Knowledge of Abortion, Face Death and Dying and Make a Will in Advance.7.The established teaching objectives of the life-and-death program can be accomplished.8.Teaching can achieve excellent results via diversified applications of teaching software.9.Outstanding effects can be developed by integrating teaching activities of life education and professional knowledge. Based on the study results above, the researcher proposed specific sugges-tions, including to life-and-death educators, administrative organizations in charge of education, mass media, learners, parents of students, assistance centers at schools, the society and private groups 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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