南華大學機構典藏系統:Item 987654321/28174
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    题名: 一個生命教育的教學實驗：教師生命經驗自述分享與電影教學實施成效之研究
    其它题名: A Teaching Experiment of Life Education: A Research on the Effectiveness of Implementing Narrative Sharing of Teacher's Life Experiences and Teaching with Films
    作者: 蔡可卉
    TSAI, KO-HUI
    貢獻者: 傳播學系
    黃昱凱
    HUANG, YU-KAI
    关键词: 電影教學;教師生命經驗分享;融入式生命教育;準實驗設計
    quasi-experimental design;film teaching;teacher life experience sharing;integrated life education
    日期: 2019
    上传时间: 2022-04-28 15:26:56 (UTC+8)
    摘要: 　　本研究旨在探討教師生命經驗自述分享與電影教學運用於融入式生命教育課程之實施成效。研究方法採準實驗設計，以嘉義地區某國中二年級學生為研究對象，隨機分派一個班級為實驗組A，接受教師生命經驗自述分享之融入式生命教育課程；一個班級為實驗組B，接受教師生命經驗自述分享與電影教學之融入式生命教育課程，另一個班級為實驗組C，接受電影教學之融入式生命教育課程；最後一個班級則為對照組，不接受實驗處理，維持原本綜合活動領域輔導活動課程內容。四組學生分別於實驗處理前後一週內接受「我的人生量表」測驗，所得分數分別進行成對樣本t檢定，以檢驗採取不同教學方式之融入式生命教育課程與一般綜合領域輔導活動課程分別對於學生生命態度與教學成效之影響。此外，三個實驗組亦在課程實施完畢後分別填寫研究者自編之「課程學習回饋表」，透過分析歸納學生之回饋以進一步了解學生學習效果與收穫。本研究之結論說明如下：　　一、「教師生命經驗自述分享之融入式生命教育課程」能有效提升學生之「愉悅性」、「效率性」與「正向人生」等生活態度，並有效降低學生之「困擾性」與「負向人生」等生活態度。　　二、「教師生命經驗自述分享與電影教學之融入式生命教育課程」能有效提升學生之「愉悅性」、「積極性」與「正向人生」等生活態度，並有效降低學生之「困擾性」、「失落感」與「負向人生」等生活態度。　　三、「電影教學之融入式生命教育課程」能有效提升學生之「效率性」、「主控性」與「正向人生」等生活態度。　　四、學生對於教師生命經驗自述分享與電影教學運用於融入式生命教育課程，除給予高度正向的評價與肯定外，也表示在學習過程中獲得成長與啟發。　　最後，本文依據研究之結果提出相關建議，提供教師作為未來實施融入式生命教育教學與相關研究之參考。
    　　This study aims to explore the implementation effectiveness of using narrative sharing of teacher's life experiences and teaching with films in an immersive life education course. The research method adopted an experimental design, taking Eighth Grade students of a junior high school in Chiayi as the research object, and randomly assigning a class to be Experiment Group A. The lessons adopted an immersive life education course including a narrative sharing of teacher's life experience. One class is appointed Experiment Group B, adopting an immersive life education course where narrative sharing of life experiences and teaching with films was introduced. The other class is the Experiment Group C, where they carry out an immersive life education course with the incorporation of teaching with films. The last class was the control group. It did not adopt any experimental processing and maintained the original curriculum content of the integrated activity learning guidance course. These four groups of students carried out a ＂My Life Scale＂ test one week before and after the experiment. The scores were separately tested in pairs to test how different teaching methods will impact students' life attitude and of the teaching effectiveness. In addition, after the completion of the course, experimental groups also completed the ＂Course Learning Feedback Form＂ compiled by the researcher to further understand students' learning effect and achievements through analysis of the feedback. The conclusions of this study are as follows:　　1. ＂Immersive life education curriculum incorporating a narrative sharing of teacher's life experience＂ can effectively enhance students' attitudes such as ＂pleasantness＂, ＂efficiency＂ and ＂positive life＂ and can effectively reduce attitudes such as ＂disturbing＂ and ＂negative life＂.　　2. ＂Immersive life education curriculum incorporating narrative sharing of teacher's life experience and teaching with films＂ can effectively enhance students' attitudes of ＂pleasure＂, ＂proactive＂ and ＂positive life＂ and effectively reduce the attitudes of ＂disturbing＂, ＂disappointment＂ and ＂negative life＂.　　3. ＂Immersive life education curriculum incorporating teaching with films＂ can effectively enhance students' attitudes of ＂efficiency＂, ＂in control＂ and ＂positive life＂.　　4. Students gave a high positive evaluation and approval about the use of narrative sharing of life experiences and teaching with films for life education curriculum. They also indicated that they have grown mentally and gained inspiration during the learning process.　　Finally, the paper put forward relevant suggestions based on the results of the research, and provided teachers a reference for future implementation of immersive life education teaching and related research.
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