| Abstract: | 本研究旨在探討生命教育課程之實施，對於高中學生生命態度之影響為研究。同時以性別、身體健狀況、有無宗教信仰、學業成就狀況、家庭型態與氣氛，為受試者個別不同的背景變項為軸，進一步探討高中學生對於，哲學人生、生死關懷、性愛與婚姻倫理、生命與科技倫理、人格統整與靈性發展與整體生命態度影響之差異情形。 本研究以105學年度就讀高中一年級學生為研究對象，採前實驗設計之單組前後測驗設計，採便利樣本取樣。在生命教育課程實施前，對受試者使用「高中生生命態度量表」為研究工具進行前測，施行8週生命教育課程後進行後測，並於課程後進行後測。研究者依循研究目的，將資料以描述性統計，進行平均數、平均差，同時也使用推論統計，其中包含t檢定、單因子變異數分析、單因子共變數分析、一般線性回歸，進行統計分析。 根據本研究調查與分析，獲得以下之結論：一、 高中學生生命態度於實驗後，更加傾向為正向，同時在哲學與人生、宗教與人生、生死關懷、性愛與婚姻倫理、人格統整與靈性發展、總體分數，皆有顯著提升。二、 不同個人背景變項之宗教信仰、家庭氣氛之高中學生，於生命教育課程實施前後，其生命態度有明顯提升。依據本研究結論整理與分析後，提出相關建議，以提供其他教師日後探討相關研究參考之用。
The purpose of this study was to investigate the impact of life educationcurriculum for high school students’ life attitude, and gender, physical health,religious beliefs, academic achievement, family style and atmosphere on the backgroundvariables to explore high school students the life meaning, philosophical life, life and death care, sex and marriage ethics, life and technology ethics, personality integration and spiritual development, of the differences.In this study. In this study, the first-year high school students in the 105-year study were selected as the research object. The single-group pre- and post-test design of the pre-exploration design was used to sample the samples. Before the implementation of the life education curriculum, the subjects were pre-tested using the “High School Student Life Attitude Scale” as a research tool, followed by an 8-week life education course, and post-tested after the course. The study followed research purposes, the data by using descriptive statistics including frequency distribution, percentage, mean and standard deviation, and inferential statistics including t-test, one-way analysis of variance , analysis of Covariance and statistical analysis. According to the research and analysis, The concluded as follows: 1.Before and after the curriculum, the high school student life attitude are inclined to positive, philosophy and life, religion and life, life and death care, sex and marriage ethics, personality integration and spiritual development, overall score are all statistically significant .2.High school students with different personal background changes in religious beliefs and family atmosphere have significantly improved their attitudes towards life before and after the implementation of the life education curriculum. Finally, according to the conclusions of this study, make specific recommendations for teachers and research scholars to investigate in the future as a reference. |
