| Summary: | 碩士 === 南華大學 === 生死學研究所 === 93 === The main purposes of this research are: First, to understand the effects of mathematic teaching activities integrated with life education on students’ academic performance of mathematic course. Second, whether mathematic teaching activities integrated with life education improve students’ emotional learning of mathematic course. Third, the condition of achieving the goals of life education. Fourth, the immediate effects of mathematic teaching activities integrated with life education on students’ concept of self, interpersonal relationship, financial management, and human and natural relationship. Fifth, based on the research result, proposing concrete suggestions for education institutions and mathematic teachers’ references, while implementing integrated life education curriculum.
This research adopts standard experimental method, using two vocational second-grade classes in a comprehensive senior high school in Chiai city as experimental subjects. Integrated teaching experimental samples and contrasting samples are included in the research and the whole process lasts a semester. The experimental group takes 315 minutes integrated life education curriculum while the contrasting group precedes the original mathematic courses without any experimental procedure.
As to the effects of "life education", they’re measured and evaluated by the grades the pre-test, post-test and follow-up test of “Life Education Achievement Scale”, worksheets and feedbacks of every unit, and interview records. Using ANCOVA to proceed statistic analysis and the number .05 to examine the assumptions of the research.
The research results are concluded as follows.
I. The Aspect of the Teaching Effects of Life Education
<i> Self Concept: no immediate and procrastinating influences.
<ii> Interpersonal Relationship: no immediate and procrastinating influences.
<iii> Financial Management: procrastinating influences but no immediate ones.
<iv> Human and Natural Relationship: procrastinating influences but no immediate ones.
II. The Aspect of Effects of Mathematic Teaching
<i> Students in experimental group approve of the teaching design of mathematic curriculum integrated life education, and think that it can enhance the learning motivation of the original curriculum.
<ii> The integrated teaching doesn’t influence students’ mathematic academic performance.
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