本論文以「佛教傳記與生命敘說」的修課學生為研究對象，納入七步驟的專題導向學習，以學生在學習階段的生命故事敘說為專題，從反思自己人生各階段的生命故事敘說中，重新整理及定位出自己何以成為現在的自己。另外，也藉由訪談他人的生命故事做為反思自己生命，藉以重塑人生價值。經執行專題導向的教學設計後，初步已達到學生學習成效提升，在量化的施測結果部分，於第1週、第18週分別施測「南華大學學生生命自覺量表」、「南華大學學生學習效能量表」之「學習價值」、「自我效能」兩份量表，使用相依樣本t檢定來驗證課程後測顯著優於前測。另外，修課學生在「生命敘說專題報告」評量規準表現顯著高於4級分，顯示本研究假設獲得支持。在質化成效部分，經第1週、第18週訪談三位同學後，結果發現：以內在自覺式的教學設計能達成學生生命自覺及自我效能的提升，且學生能發掘面對人生挑戰及解決問題的能力，另外，透過專題導向設計能提高學生積極參與分組合作學習及團隊協作精神。 This dissertation takes the students of "Buddhist Biographies and Life Narrative" as the research object, and incorporates the seven-step project-based learning, focusing on the narrative of their own life stages, from the reflection on the life story narrative of each stage of their life, rearrange and reorganize the figure out why you are who you are now. In addition, also reflect on own life by interviewing other people's life stories to reshape the value of life. After the practice of project-based teaching design, it has initially achieved the improvement of students' learning effect. In the test results part of the scale, the "Learning Value" and "Self-efficacy" of the "Nanhua University Student Life Self-Perception Scale" and “Nanhua University Student Learning Effectiveness Scale” were tested in the first week and the 18th week respectively. Dependent samples t-test was used to verify that the post-test was significantly better than the pre-test. In addition, the performance of students in the "life narrative project report" is significantly higher than grade 4, which shows that the hypothesis of this study is supported. In the qualitative effect part, after interviewing three students in the first week and the 18th week, the results found that: the internal conscious teaching design can achieve the improvement of students' life self-perception and self-efficacy, and students can explore the ability to face life challenges and solve problems. In addition, through project-based design, students can actively participate in group cooperative learning and teamwork spirit.
