- 研究生:張宛新
- 論文名稱:生命教育與青少年生命態度研究
- 指導教授:郭文般
- 關鍵字:生命教育 ; 生命態度 ; 保護因素 ; 危險因素
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[摘要]
根據教育部九年一貫綜合領域之「生命教育」課程，國一上學期的內容和指標為「欣賞生命」；在這個主題下又細分為生命意義、生命歷程、生命價值等三大單元，十個主題。本研究的主旨即在探討國中的「生命教育」課程對國中生的影響。
本研究的對象為台北縣和新竹市九個國中的一年級學生（包括29個班級，1,153位學生）。除了天主教學校（3所學校）和金陵女中，全數學生皆受過一個學期的生命教育課程外，其餘5所國中則部份接受其他兩個基督教團體「得勝者教育協會」和「得榮社會福利基金會」的一個學期生命教育課程。研究中受過生命教育的學生為實驗組，未受過生命教育的學生則為控制組。
評量學生的量表是（2001）程國選所編的「我的人生」量表；此量表將生命態度區分為「正向人生」四個向度：愉悅性、效率性、積極性和主控性，和「負向人生」四個向度：困擾性、慮病性、失落感、疏離感，共八個向度。
本研究結果顯示：（1）全部未接受生命教育者，在正向性上沒有顯者改變；但在負面性上的困擾性減少了（均差值為0.1162 ，P值是0.0213 ）。和受過生命教育者相較之下發現：負面上的困擾性之減少在這一組中並未顯著(均差值為0.0680 ，P值為0.1181 )，顯示顯示生命教育反而沒有明顯抑制困擾性的作用。（2）受過生命教育之受訪者在人際互動關係上較有疏離感，且積極性變差。（3）天主教學校的學生在人際互動關係上較有疏離感；得榮基金會實驗組則在「積極性」上有降低的趨勢，而「困擾性」則稍稍減少；得勝者教育協會的實驗組則在「困擾性」上有減少的趨勢。（4）兩基督教團體以志工老師來主導教授生命教育的學生在困擾性上呈減少現象。（5）控制組學生在學期前後八大因素，兩個群體皆無顯著差異，顯示各群體控制組，學期前後並無大改變。
整體而言，一個學期的生命教育對國一學生的影響相當有限，甚至在部分的量標上出現負向的改變。這些現象與原先的預期不同，可能的原因從課程的內容來看，得榮基金會教案生命的歷程負面成功的例子偏多；而學生分析能力不夠，感受到的卻是負面訊息，因此「積極性」變差。
接受兩基督教團體以志工老師主導教授生命教育學生在困擾性上減少，故生命教育最好能鼓勵社區志工多參與生命教育之教學。
和參與生命教育的兩個基督教團體比較之下，天主教學校學生更能掌握與朋友之間的理性互動；在「困擾性」上也有降低的趨勢。可顯示出生命教育還是應鼓勵社區志工多參與。國中三年單靠一學期十堂生命教育課程時間而言，對學生的影響有限，最好能長期耕耘。
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[ 英文摘要 ]
According to the Ministry of Education, “Appreciation of Life” would be the goal and content for ”the principle of Life Education ” program for the first-year students in the Junior high schools of the 9-year ”preliminary education system. The Life Goal, the Life Process, and the Life Value would be three main subjects of “Appreciation of Life.” The subdivision of the classes includes three main units and ten subjects. This study aims at exploring and analyzing the effect of Life Education on the first-year students in the junior high schools in Taiwan.
The students of the research are from nine junior high schools in Taipei County and Hsin chu City (including twenty-nine classes, 1,153 students). Among these schools, three are run by the Catholic church, one is a girls' high school, and the others are partially run by two protestant groups?Champions Education Association, R.O.C., and Glory Foundation. The methodology based on Kuo-hsuan Cheng's suggestions for the MLI (My Life Inventory) dividing into Positive and Negative Life Attitude. Four protective factors?Disturbance, Hypochondriasis, Feeling of Loss, and Alienation?and four risk factors?Joyfulness, Efficiency, Positiveness, and Sense of Control?are all aspects of the analysis. The students receiving the life education would be the experimental group and those outside the life education program would be the control group.
Result：1. What was expected before the research of all of the control group didn't show any change in protective factors but the disturbance of the risk factors decrease.
2. Experiment groups are obvious worse in Alienation, which indicates the interaction of friendship, but their positiveness decrease.
3. There is obvious worse in Alienation for students in Catholic schools, but positiveness becomes worse in Glory Foundation School.
4. In both Glory Foundation and Champions Education Association, R.O.C., in which the instructors are volunteer workers, the Experiment group show Disturbance decrease.
5. For the Control group, there is no obvious change of before and after the semester.
Analysis：Glory Foundation program makes use of examples are too negative; positive examples are highly recommended.
Suggestion：Volunteer workers as the instructors for life education are strongly couraged, because both groups of experiment in the protestants groups show decrease in disturbance.
