| 摘要: | 本研究主要目的為探討生死教育課程介入，對原住民高中生生命意義之立即性及持續性影響。依據研究結果，提出具體適當建議，以供學校相關單位及教師實施生死教育之參考，並協助原住民高中生建立積極正向的人生觀。 本研究採準實驗研究法進行，以屏東縣來義高中一年級兩個班為研究對象，樣本分為實驗組與控制組。實驗組接受研究者所設計之十六週生死教育課程，控制組則否。 本研究主要評量工具為「生命意義問卷」，兩組學生分別接受前測、後測、追蹤測，所得量化資料採「獨立樣本單因子共變數分析」（ANCOVA）進分行統計分析，α值皆定為 .05，據以考驗各研究假設，以回答研究問題；並分析質性資料，共同解釋研究結果。 研究結果歸納如下： 一、實施生死教育課程後，實驗組學生對生命意義總分，呈現立即 性顯著效果，且具有持續性的影響。 二、實施生死教育課程後，實驗組學生對求意義的意志，呈現立即性顯著效果，且具有持續性影響。 三、實施生死教育課程後，實驗組學生對存在盈實，在量化分析上，未具立即性顯著效果，亦未呈現出持續性影響；但質性分析中，有部分學生呈現持續性影響。 四、實施生死教育課程後，實驗組學生對生命目的，在量化分析上，未具立即性顯著效果，亦未呈現出持續性影響；但質性分析中，有些學生呈現持續性影響。 五、實施生死教育課程後，實驗組學生對生命控制，雖不具立即性顯著效果，但卻具有持續性影響。 六、實施生死教育課程後，實驗組學生對苦難接納，呈現立即性顯著效果，且具有持續性影響。 七、實施生死教育課程後，實驗組學生對死亡接納，在量化分析上，未具立即性顯著效果，亦未呈現出持續性影響；但質性分析中，也有些學生呈現持續性影響。
The main purpose of this study was to investigate the immediate impacts and continual effects that life-and-death education program had on the meaning of life to aboriginal senior high school students. With the results of this study , some concrete and pertinent suggestions were submitted for teachers and schools concerned to refer to in demonstrating life-and-death education program; furthermore, with a view to helping aboriginal senior high school students set up a positive and optimistic attitude toward their life. To achieve the purposes ,Quasi-Experimental Research was applied in this study. Two classes of students in the same grade from Lai-Yi Senior High School were divided into an experimental group, taking a 16-week life-and death education program designed by the researcher and a control group, not taking the program. The major measurement tool of this study was a questionnaire to survey students on the meaning of life. With the two groups of students, taking pre-test , post-test , and trace-test, the quantitave data collected were analyzed by the method of ANCOVA One-way Analysis of Covariance. Cronbach’s alpha was set on the scale of 0.5, for the purpose of testifying all hypotheses to analyze qualitative data and explain the results of this research . Consequences of this study are listed below： 1. The experimental group showed immediate and evident effects on their score about meaning of life and the effects were continually on, after taking life and death education program. 2. After taking life and death education program, the experimental group showed immediate and evident effects on their will in search of meaning of life. 3. After taking life and death education program, the experimental group showed immediate and evident effects. Quantitatively, the experimental group neither presented instant and obvious effects on the reality of existence, nor did they show continual effects. However, qualitatively, some of them did. 4. After taking life and death education program, the experimental group showed immediate and evident effects. Quantitatively, the experimental group neither presented instant and obvious effects on the purpose of life, nor did they show continual effect. However, qualitatively, some of them did. 5. After taking life and death education program, though the experimental group didn’t show immediate and clear result on the control of life, they still showed continual effects. 6. After taking life and death education program, the experimental group showed immediate and evident effects on the adoption of suffering, and the effects were continually on. 7. After taking life and death education program, the experimental group showed immediate and evident effects on the adoption of death . Quantitatively, the experimental group neither presented instant and obvious effects on it, nor did they show continual effects. However, qualitatively, some of them did. |
