[[alternative]]A Study of The Effects of Life--Education Movie-Curriculumon For Junior High School Students

[[abstract]] 本研究主要目的為：1.從文獻探討中，採用PＩＬ量表的分類指標作為生命教育電影課程的內容，並以此架構，希望能設計出增進學生生命意義感之課程方案。2.運用影片討論的課程教學方式，以瞭解影片討論在增進國一學生生命意義感上的影響。3.探討學生對於影片討論課程方案的接受度與看法，以及影片討論的實施方式與可能產生的問題。4.藉由研究結果的提出，作為生命教育研究領域在影片討論及團體輔導未來研究上的參考。 本研究採準實驗研究法進行，以彰化縣某國中兩個班為研究對象(實驗組及控制組)，由研究者擔任生命教育電影課程之教學，進行每次三節課，共９週合計27節課的課程實驗處理。 使用工具採宋秋蓉（民81）所修訂的『生命意義量表』（簡稱PIL），量表可分為五個因素，分別為『對生命的熱忱』、『生活目標』、『自主感』、『逃避』及『未來期待』，所得資料以獨立樣本單因子共變數分析法進行統計分析，另外加上單元學習單、課程回饋單做為評量課程實施成效之輔助工具。 本研究結果歸納如下：一、生命教育電影課程對國中一年級學生的生命意義有顯著的影響。實驗組與控制組學生在『生命意義量表』上的得分達到p<.01之顯著水準，且實驗組與控制組的學生在『對生命的熱忱』、『生活目標』、『逃避』及『未來期待』分量表上，皆達p<.05之顯著水準，唯『自主感』分量表中，兩組得分未達顯著水準。 二、生命教育電影課程可有效增進學生的生命意義感，顯示生命教育電影課程適合國中學生，並從回饋單中得知深受學生喜愛。 三、學生最喜歡的影片內容，為『翻滾吧！男孩』、其次為『謝坤山』和『放牛班的春天』，可知真人實事的劇情最容易引起學生共鳴。[[abstract]] The main purpose of this study is: First, through the literature reviewof the significance of life education, the five factors of LMI were used as the structure of the life -education curriculum, and were applied to promote the students’ positive attitude toward life meanings. Second, the discussion approach was applied to improve the students’ understanding of the movie, and also a means to influence the students’ view of the life meanings . Third, discussion helps the students’ acceptance of the movie- discussion curriculum, as well as its possible implications. Fourth, exploring the possibilities of applying the research results to the future discussion- curriculum and group counseling. This research adopts the quasi-experimental design. The subjects were two junior high school classes and the researcher served as a teacher. The total experimental time was 27 classes over 9 weeks. ＂The life Meaning Inventory ＂(LMI) is a tool amended by Song Chiu jung (1992) from the PIL. Which contains five factors: ＂the life zeal＂, ＂the life goal＂, ＂the independent feeling＂, ＂evasion＂ and ＂the future anticipation＂， respectively. Statistical analysis of ANCOVA will be applied to the obtained data. Moreover, class units study list and the curriculum feedback will be collected as an auxiliary means for assessing the effect of the experiment. Findings are as follows: First, for freshman class students, the life -education movie -curriculum reveals influence in attitude toward the significance of life meaning. The experimental group and the control group students have significant difference in ＂the life significance meter＂ (p < 01). Besides,the experimental group and the control group's students all reached the significant level of differences( p < 05) among the sub-meters of ＂the life zeal＂, ＂the life goal＂, ＂evasion＂ and ＂the future anticipation＂ chart. Only ＂the independent feeling＂ did not reach significant difference. Secondly, the life -education movie- curriculum may effectively promote the students’ positive attitude to the meaning of life. This indicates that the life -education movie- curriculum is suitable and effective for the middle-school students, and the feedback also proves the positive acceptance by the students. Thirdly, among all the movies, students liked the content of ＂the tumbling! The boy ＂, ＂ Xie K'unshan＂ and ＂The Cowherd Class's Spring ＂ the most. It implies that the middle-school students were sympathetic most to the movies which were adapted from real-life stories and events