A study of life and death education program within comprehensive high schools

• Main Author: 陸娟
• Other Authors: 紀潔芳
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/37064315368497411884

碩士 === 南華大學 === 生死學研究所 === 90 === A Study of Life and Death Education Program Within Comprehensive High Schools Abstract: The main purpose of this study was to develop a class-based life-and- death education program for comprehensive senior high school students and to investigate the immediate and continuous influences on the participating students. Subjects utilized in the pilot study were seventy students comprised of two Kaohsiung Municipal-San-Ming Comprehensive Senior High School tenth grade classes. These classes were then divided into 2 groups of 35 students; the experimental-group and the control-group. The students participated in life- and-death education curriculum conducted by the researcher. The program met twice a week totaling 1800 minutes of class time over the course of eighteen-weeks. Using a quasi-experimental methodology in combination with reverencing Dr. Y .C. Ho’s (1990) ”Sectional drawing of attitude of life ”, all individual specimen data’s factors and variables were analyzed by one-way Analysis of Covariance (ANCOVA). In addition to this, the researcher applied feedback sheets, interviews records, and class attendance records as tools to aid in measuring the effectiveness of the experimental life death education curriculum. Some important findings of this research are that statistical analysis shows that life-and-death education has immediate influence on comprehensive high school students in their attitude toward death. Moreover, the effects were still present during the two months follow-up evaluation. In addition, the feedback responses from the experimental group students show life-and-death education is appropriate for the comprehensive senior high school students. Thus showing, it is necessary and feasible for senior high school students to promote life-and-death education. From this, students can develop a better attitude towards life and death, thereby giving meaning to and improving the quality of life. In retrospect to the above mention findings in respect to that of life-and- death education policies, further research could be applied to the following aspects: Life-and-death education policy development should reform its direction and method while increasing the focus on morality, art, and cultural forms of education. Moreover, scholars and professionals should be encouraged to mutually discuss and create life-and-death education programs suitable for different age groups. In which these programs are based on pragmatism, helping students use a calm attitude to confront life-and-death. Teachers should be more involved in related research activities, as well as participate in case discussions and the share educational knowledge. Furthermore, teachers should reform their own attitude towards life-and-death; from this investigate how to better to incorporate different course subjects into the program. Also, effective cooperation with schools is now in the process of applying the differing aspects of life-and-death education as well as combining community resource. This should be further developed in attempts to continue to develop life-and-death education within the family, school, and society. Furthermore, in order to decrease the occurrence of unexpected incidents, schools should push for the development and formation of campus crisis groups. Life and death education should be made into a formal class curriculum, bringing more meaning to life for all people. Lastly, we should encourage the spread of life-and- death education through the use of the mass media programs to provide basis and to generally uplift and lead the masses.