| 摘要: | 本研究旨在探討生命教育教學對高中生生命意義感與生命態度之影響。首先透過文獻探討與分析，建立研究之理論基礎，規劃設計8單元共15節的生命教育課程，經由15週之實驗教學，以達成本研究之目的。
本研究採準實驗研究法進行，研究對象為臺北市立高中101學年度一年級學生，以立意取樣方式選取南湖高中A班40人為實驗組，控制組則為內湖高中B班39人，實驗組學生接受為期15週，每週1節之生命教育課程，控制組學生在實驗期間不予任何實驗處理。兩組學生分別於實驗前、後及實驗教學結束後一個月，接受「生命意義感量表」及「生命態度量表」之施測，另實驗組學生在課程結束後，接受「課程總回饋單」及「訪談」等質性資料之收集。並將量化所得的數據分別以描述性統計、單一樣本t檢定、獨立樣本t檢定、成對樣本t檢定、單因子變異數分析及皮爾森積差相關進行分析。研究結果歸納如下：
1.高中生之「生命意義感」屬中上程度，即高中學生覺得自己的生命具有意義與目的。
2.高中生的「生命意義感」會受「自殺意向」所影響，其中「從來沒有自殺想法」的高中生之「生命意義感」，高於「偶而有過自殺想法」的高中生。
3.高中生之「生命意義感」會受「重大生活事件經驗」影響，其中「未經歷過重大生活事件」之高中生，「生命意義感」高於「曾經歷過重大生活事件」之高中生。
4.高中生之整體「生命態度」屬中上程度，即高中學生之生命態度傾向於正向。
5.高中生「生命意義感」與「生命態度」間呈顯著高度之正相關。即高中生之「生命意義感」愈高，其「生命態度」傾向愈正向。
6.生命教育教學對高中生「生命意義感」之「身心」層面有立即性影響。
7.生命教育教學對高中生之整體「生命意義感」及「身心」、「靈性」層面有延宕性影響，實驗組學生在實驗教學結束後4週進行之追蹤測得分，顯著高於前測。
8.生命教育教學對高中生「生命態度」之「死亡態度」層面有延宕性影響，實驗組學生在實驗教學結束後4週進行之追蹤測得分，顯著高於前測及控制組學生。
9.生命教育教學後，實驗組學生在死亡態度上有正向之改變。
10.實驗組學生對生命教育教學活動之回應，在課程總回饋單中，對整體課程的「滿意度」、「瞭解程度」、「呈現方式」與「幫助程度」皆達九成以上之滿意度，且課後心得與訪談等質性資料均有正面之回應，且量化結果亦顯示量表整體及部分層面，具有立即性與延宕性影響，因此，本研究之生命教育課程適合高中學生。
根據本研究之發現與結論，建議高中生宜持續探索與反思生命教育課程之真義，並將其應用於個人日常生活中，以促進身心健康。且應積極探索個人存在的意義與價值，以建立正向的人生觀與生命態度，並應持續實行靈修六原則，以促進個人身心靈的全面發展。此外，對教學者的建議是教材宜生活化並採用多元活潑的教學方式，同時運用多元的評量方式，適時給予學生正向的回饋，將有助於提升學生的學習成效。另外，教學者本身宜積極參與生命教育相關的研習，以強化教學能量。再者，學校可持續購置生命教育相關書籍，並鼓勵學生積極閱讀，亦可結合社團活動辦理生命教育相關的體驗、參訪與服務學習等活動，讓學生從中體認生命意義感，以培養具有積極正向生命態度的學生。
The purposes of the study are to explore the influences of the instruction of life education on senior high school students’ meaning in life and their attitudes toward life. First of all, the theoretical basis of this study was founded through literature review and analysis and thus the whole program of life education was schemed to cover 8 units, meant to be lectured in 15 hours, one hour in each week. With these 15 hours’ experimental instruction, the goal of this study can hopefully be reached.
This study was conducted with a quasi-experimental method, and the target students of this study were the freshmen of Taipei municipal senior high school students in the academic year 2012-2013. 40 students of Class A from Taipei Municipal Nanhu Senior High School were selected by purposive sampling, to be the experimental group, while another 39 students of Class B from Taipei Municipal Neihu Senior High School to be the controlled group. The students of the experimental group received the 15-week-long life education. By contrast, the students of the controlled group remained untouched. Both Class A and Class B respectively took the tests of “Scale on the meaning of life” and “Scale on the attitude toward life” before and after the experiment, and one month after the instruction was over. Besides, after the instruction was over, the students of the experimental group also got involved in the collecting of such qualitative data as the overall feedback sheets on the instruction and the interviews. Then, these data, after being quantified, were analyzed with the methods of descriptive statistics, one sample t-test, independent sample t-test, paired t-test, one-way ANOVA, and Pearson product-moment correlation analysis. The results were inductively generalized and listed as follows:
1. Senior high school students’ meaning in life is at intermediate level. In other words, senior high school students feel their lives are meaningful and have purposes.
2. High school students’ meaning in life differs from students’ suicidal intentions. Those senior high school students who never thought of committing suicide often understand more about meaning in life than those senior high school students who occasionally thought of committing suicide.
3. Senior high school students’ meaning in life obviously differ from their life experiences in significant events. Among them, those senior high school students without experiencing significant life events often have more meaning in life than those students who have ever gone through some significant life events.
4. Senior high school students’ attitudes toward life are at intermediate level. In other words, senior high school students’ attitudes toward life tend to be positive.
5. Senior high school students’ meaning in life and their attitudes toward life appear to have a highly significant positive correlation. The more meaning in life senior high school students have, the more positive their attitudes toward life are.
6. The instruction of life education has an instant influence on the physical and mental aspects of the senior high school students’ meaning in life.
7. The instruction of life education has a prolonged influence on the senior high school students’ meaning in life, in the physical, mental and spiritual aspects. Four weeks after receiving experimental teaching, those students of experimental group got the higher follow-up test scores than the pre-test.
8. The instruction of life education has a prolonged influence on the aspect of students’ attitudes toward death about senior high school students’ life attitude. Four weeks after receiving experimental teaching, those students of experimental group got the higher follow-up test scores than the pre-test and the scores of the students of the controlled group.
9. The students of the experimental group have a positive attitude to face death after the instruction of life education.
10. With respect to the responses from the students of the experimental group to the instruction of life education, we found in the overall feedback sheets that these students showed 90% satisfaction on “the overall instruction,” “level of comprehension,” “way of presentation,” and “the level of assistance.” Moreover, these students made positive responses in their qualitative data, such as the afterthoughts and the interviews. And the results of quantify data also show that the overall scale and some aspects have an instant and prolonged influence. Therefore, the instruction of life education mentioned in this study is suitable for senior high school students.
According to the findings and conclusions in this study, the researcher recommends that senior high school students should continue to explore and reflect on the true meaning of life education curriculum and apply to personal daily life in order to promote physical and mental health. They should actively explore the meaning and value of personal existence to create a positive outlook on life and attitude toward life, and they should continue to implement the six principles of spiritual cultivation in order to promote the comprehensive development of body, mind and spirit. In addition, my suggestions for educators are that teaching should be diverse and lively, and using of multiple evaluations at the same time. Teachers should give students positive feedbacks properly and help improve the effectiveness of their learning. Besides, teachers themselves should actively participate in the related seminar to life education in order to strengthen the energy of teaching. Furthermore, the school can continue to purchase books about life education, and encourage students to read actively. It can also be combined with club activities to hold some activities about life education like life experiences, visiting and service learning activities so that students can realize their meaning in life in order to cultivate a positive attitude toward life. |
