| Summary: | 碩士 === 國立彰化師範大學 === 美術學系 === 95 === The objective of life education is to guide students to understand life, construct meanings of life, and therefore, make them respect and treasure life, build values, exploit individual potential and lead to self-realization.
The methodology of this research include: Literature research, Theoretical Analysis, Action Research, Questionnaires, and Interviews. The study targeted on the fundamental philosophy and characteristics of the field of Art and humane learning in the compulsory 9-year education program, Theory of the design of Art Education, Theory of Life Education Integration and its related experience of previous studies. The end result is to design a one-semester Life Education and Visual Arts Integration course for first-grade Junior High students.
The research subjects were one class of first-grade students from a Junior High School in Taichung County. They received twelve themes of life education classes in the first semester of 2005. The study was to understand, within the compulsory 9-year straight education program, the basic ideas of the course of art and humane learning and the theoretical basis of course design. Further, the study included the meaning and function of integrating Visual Arts into Life Education and examination of learning effect through action projects. The data are collected from: student feedback from each theme, Questionnaires, Interview, and review of teaching. These data were then organized, categorized and analyzed to understand the topics being researched.
Based on this research, the conclusions are:
1. On the course design and implementation of Integration of Visual Arts into Life Education:
（1）Integration of Visual Arts into Life Education is to meet the demand of current education and society. Moreover, it is the important trend in the education revolution in the new age.
（2）When implementing Integration of Visual Arts into Life Education, the teacher need to revise course based on student feedback so that the expected learning effect can be achieved.
（3）When implementing Integration of Visual Arts into Life Education, technology such as multimedia Computer Assisted Instruction should be used extensively so that students can learn more effectively toward the issues and contents of the subjects.
（4）During the curriculum time, it is noted that, if school related activities are well coordinated with the course, and the students asked to record the contents and related materials of study and placed for exhibition, the teaching effectiveness is further enhanced.
（5）For this special course, the teacher should possess an open-minded attitude and take every opportunity to educate, and also pay attention to the feeling of students from unusual family background.
（6）During the curriculum time, the teacher should pay special attention to those students needing help, and request the assistance for tutor and family whenever the need arises.
2. On the students’ learning achievements from this curriculum:
（1）Students demonstrated high learning interest, support and expectation on this curriculum. They also felt positive about attending the course.
（2）The students’ response on learning conforms to “ the curriculum goals of life education in junior high school”.
（3）This curriculum makes students more interested in social issues and enhance students’ ability in judging and independent thinking.
（4）During the curriculum, students demonstrated high interest in those issues related to themselves, and those activities requiring personal hands-on involvement.
（5）From this curriculum, it is found that the general students are in lack of in-depth thinking in career planning.
Based on this study, the researcher proposed specific suggestions to serve as references for visual art teachers , the future searchers, educational authorities and guidance centers at schools, in the hope that the function of Life Education will be further expanded.
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