[[alternative]]A Study of the Influence of the Life and Death Education Program on Vocational High School Students' Viewpoints of Life Value and Death Anxiety

[[abstract]] 本研究旨在探討生死教育及相關理論之起源、意義、目標及內容，並設計生死教育課程，以瞭解對高職學生生命價值觀、死亡焦慮之立即性與持續性影響。生死教育是融合死亡教育和生命教育，因此期使學生接受生死教育課程後，對生命價值觀、死亡焦慮有立即性與持續性的正面影響。本研究以彰化縣國立某家商二年級學生共七十三名為研究對象，採準實驗研究法，實驗組接受十六週，一週一節課，有關生死教育課程之教學，控制組於實驗期間不做任何處理。 研究資料採獨立樣本單因子共變數分析(ANCOVA)，以「生命價值量表」及「死亡焦慮量表」為研究工具，進行前、後測及追蹤測，並以組別為自變項，學生量表上的得分為依變項，量表的前測分數為共變量，所得資料作為量的分析依據。在生死教育課程實施過程中及課程結束後，對實驗組學生以單元回饋表和課程總回饋表作為評量工具。 根據研究結果如下：一、分析實驗組學生「單元回饋表」及「課程總回饋表」內容顯示，規劃之生死教育課程適合高職學生。二、生死教育課程能達預定之教學目標。三、生死教育課程對高職學生影響最大的三個單元依次-墮胎、生命的循環、安寧療護。四、高職學生最喜歡的生死教育課程教學方式依序是-影片欣賞、說故事、體驗活動。五、生死教育課程引發高職學生恐懼的單元為-面對自己與親友的死亡、預立遺囑、死亡準備、墮胎。六、生死教育課程對高職學生建立正向的「生命價值觀」具立即性及持續性影響效果。七、生死教育課程對高職學生「死亡焦慮」降低具立即性及持續性影響效果。 最後，研究者針對學校、生死教育教學者、未來研究方面提出具體建議，作為規劃生死教育及推動生死教育工作者和未來研究之參考。[[abstract]] The purpose of this research is to explore the origin, significance, objectives and content of life and death education and its related theories for design of a life and death educational program via an understanding of life value embraced by vocational school students and instant and continuous impact of death anxiety upon them. Life and death education integrates death education and life education with a view to bringing positive influence of life values and death anxiety to students instantly and continuously after they receive this curriculum. Seventy-three students in their second year at a home economics & commercial vocational high school in Changhua County were studied. The quasi-experimental research method was adopted. The experimental group had a class of life and death education once a week for sixteen weeks; however, the control group didn’t have any such class. Independent samples were analyzed by ANCOVA. A life values scale and a death anxiety scale were used to measure the data before, after and follow-up the experiment. Groups were served as independent variables and the scores on the scales of the students were deemed as dependent variables as a basis for measurement and analysis. A unit feedback form and a total curriculum feedback form were used as an assessment tool for the students in the experimental group during and after implementing a life and death educational program. Results of the research are as follows: 1. According to the contents of the unit feedback form and the total curriculum feedback form responded by the students in the experimental group, the life and death education curriculum is suitable for vocational high school students. 2. The established teaching objectives of the life and death program can be achieved. 3. The three most influential units of the life and death curriculum for vocational students are in order, abortion, life cycle and palliative medicine/hospice. 4. The most popular teaching methods of the life and death educational program with vocational high school students are in order, film watching, story telling and experience activities. 5. The most fearful units in the life and death education program for vocational students are to face the death of themselves and their relatives and friends, to make a will in advance, prepare for death and abortion. 6. The life and death educational program helps vocational high school students establish positive value of life instantly and continuously. 7. The life and death educational program helps vocational high school students reduce their anxiety about death instantly and continuously. Final, specific suggestions schools, educators of life and death education and studies for the future are proposed for the reference of workers planning for and advocating life and death education as well as researchers