職業學校以群科課程綱要實施生命教育之初探—中部四所高工為例

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Title:	職業學校以群科課程綱要實施生命教育之初探—中部四所高工為例
Other Titles:	A Preliminary Study on the Implementation of Life Education in Curriculum Guidelines Regarding Department Education Clusters at Vocational High Schools
Authors:	陳巧玲 Chen, Chaio-Ling
Contributors:	陳世佳 Chen, Shr-jya 東海大學教育研究所
Keywords:	職業學校群科課程綱要;生命教育 curriculum guidelines regarding department education clusters at vocational high school;life education
Date:	2008
Issue Date:	2011-03-09T02:51:17Z (UTC)
Abstract:	本研究旨在探討生命教育於職業學校群科課程綱要中之實施情形，包括瞭解生命教育師資來源、教師教學知能、教師教學需求、以及實施現況。本研究採用質性個別訪談法，對象包括中部4所國立高職公民與社會科教師4位、輔導教師1位，並根據研究結果，提出具體可行之建議，做為高職實施生命教育及後續相關研究之參考。主要研究發現如下：一、高職生命教育師資除合格教師外，可納入輔導教師、公民與社會科教師及積極參與相關進修研習與活動者。二、公民與社會科教師生命教育教學知能以「倫理」和「道德」方面最為完備，「宗教」與「哲學」方面次之，「生死關懷」方面最為不足。三、進修生命教育第二專長意願不高，參與相關研習機會極少。四、公民與社會科教師生命教育教學需求包括部分專業理論認知、明確課程綱要、教學活動設計、輔導方面之訓練。五、生命教育未列入正式課程，除課程地位不明確外，主要原因為校訂科目無釋放選修空間，惟教師開課意願亦值得關注。六、「公民與社會」在時間壓縮與進度考量下，生命教育融入教學有限。七、「生命教育」非考科不受重視，在各科搶課及升學導向情況下，即使開設，亦應避免成為非專業合格教師的配課科目。 The purpose of this study is to explore the implementation of life education in curriculum guidelines regarding department education clusters at vocational high school, including the source of teachers, whose teaching competences and needs as well, and current situation.This study adopted qualitative interview via purposive sampling from four Civics and Social Studies teachers and one school counselor at four vocational high schools in central Taiwan. The suggestions based on the results of this research were proposed for the practice of life education at vocational high school and further studies. The findings of this study were as follows:1.In addition to qualified teachers, the sources of teachers can also include school counselors, Civics and Social Studies teachers, and those who actively attend related education and seminars.2.The teaching competences of Civics and Social Studies teachers are complete in “Ethics” and “Morality”, partially related in “Religion” and “Philosophy”, and insufficient in “Death Concern”.3.The will of studying life education as second specialty isn’t strong; the opportunity of attending related seminars is few.4.The teaching needs of Civics and Social Studies teachers include partially professional knowledge, specific curriculum guidelines, designs of teaching activities, and training in counseling.5.The causes that life education isn’t included in formal courses are the indefinite position of life education curriculum and no options in school required subjects. Moreover, teachers’ teaching will is also an important factor that needs to be concerned.6.Considering scheduled progress of instruction, the possibility that life education being integrated into the teaching of Civics and Social Studies is limited.7.In the test-oriented schooling, life education, as minor subjects, may not be emphasized and may not be given enough instruction time.
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