生死教育之批判性思考教學對國中生自我概念及生命意義感之成效

Abstract

本研究旨在探討生死教育之批判性思考教學對國中生自我概念、生命意義感及批判性思考之成效，研究對象為台北縣一所國中八年級的兩班學生，進行每週兩節，為期8週的生死教育課程，實驗組採批判性思考教學法、對照組採一般講述式教學方法，以「田納西自我概念量表」、「生命意義量表」與「批判性思考能力量表」為量化之研究工具，進行單因子共變數分析以考驗研究假設，同時輔以學習單的文件分析及深度訪談的質性研究，本研究發現如下： 一、實驗組學生在自我概念量表中的得分，無論在生理我、道德倫理我、心理我、家庭我、社會我和學業我六方面皆優於對照組學生之得分，據此可知，批判性思考教學模式的生死教育較一般講述式教學模式更有利於提升國中 生之自我概念。 二、實驗組學生在生命意義感量表中的得分，在對生命的熱忱、生活目標、自主性和逃避量表方面皆優於對照組學生之得分，然而在未來期待量表得分方面兩組間未達顯著差異。 三、實驗組學生在批判性思考能力量表中的得分，在質疑能力和反省能力分量表方面皆優於對照組學生之得分，然而在解放能力與重建能力分量表得分方面兩組間未達顯著差異 最後，針對上述研究結論，提出對批判性思考教學、生死教育課程以及未來研究之具體建議。

The main purpose of this study is to explore the effects of Critical Thinking Model of Life and Death Study on students’ Self-Concept, Critical Thinking Ability and Meaning of Life in junior high school. The study selects two eighth grade classes in Taipei County. These students all take two classes of Life and Death Study a week for eight weeks, but are divided into two groups: Experimental group is taught in critical thinking model, and Control group is taught by the ordinary teaching model. The instruments including the Tennessee Self-Concept Scale, Meaning of Life Scale and Critical Thinking Ability Scale are used for data for pre-and post-tests analysis, and then doing quantitative research. Qualitative research is supplemented by worksheets analyzing and interviews. Based on the analyzed data, the results of this study were as follows： 1. Critical Thinking Model is better than the ordinary teaching model for junior high school students to build up self concept about their physical selves , moral selves, inner selves, family selves, academic selves, and social selves. 2. Critical Thinking Model is better than the ordinary teaching model for junior high school students as far as the meaning of life is concerned. It has significant effects on the passion of life, life goal, autonomy and evading. However, it has no significant effect on their future expectations. 3. Critical Thinking Teaching Model has significant effects on critical thinking ability on the question ability and introspection ability. However, it has no significant effect on their emancipation ability and reconstruction ability. According to the above results, the study will offer suggestions about Critical Thinking Teaching , Life and Death Studies, and future researches.