A Study on Enhancing the Life Meaning、the Learning Motivation and the Learning Effect from Performing the Courses of「The Life Meaning」for the Adolescences

• Main Authors: Chin-tun Chang, 張金敦
• Other Authors: Wei-te Liou
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/47029388721291736924

碩士 === 雲林科技大學 === 技術及職業教育研究所碩士班 === 96 === The main purpose of the research is to plan and implement a series of Life Education curriculum in the junior high schools, and in order to analyze the influence on sense of life meaning, learning motivation, and learning affectivities. By editing and performing the program of “the courses of life meaning” which are suitable for students in the junior high schools as well as to explore the immediate and sustaining effects of such program on the meanings of life, learning motivation, and learning effect from the students. Based on the results of the research, concrete suggestions are presented as a reference of developing programs in the life education field. The object of study was targeted to sixty junior students of two classes in central Taiwan. The experimental group (32 people) from the Grade Seven in the Yunlin junior school in Douliou,Yunlin and the control group (28 people) from the Grade Seven in the Ku-keng junior high school in Ku-keng,Yunlin for processing the test teaching. Except for the experimental factors, interference of other elements were reduced to the maximum extent so as to conduct analysis of this experiment at the same time and to integrate the differences of these two groups towards the meanings of life, learning motivation, and learning effects. The quasi-experimental research designs were adopted from the pretest, posttest and follow-up test. The researcher in person taught the life-meaning program of eight units to the students of the experimental group for six times; however, the students of the control group did not receive any of such instructions. Using a quasi-experimental methodology in combination with reverencing 「The Sense of Life-Meaning Scale」and「The learning Motivation Scale」, all individual specimen data’s factors and variables were analyzed by one-way Analysis of Covariance (ANCOVA). Hypotheses were also tested through analysis of semi-structural questionnaire as well as in-depth interviews. Also, the Program Feedback Form, Interview Records and Learning Achievements of Students were recorded as assistant tools to evaluate the performance of implementing the life-meaning programs. According to the above statements, the main objectives of the study is to build up the sense of life-meaning, learning motivation, and improving the learning effects for the students who can increase the tolerance of distracting in the life and adding up the passion of studying from performing the courses of life-meaning. The results of the study are concluded as follows: 1. It has obtained the signalize influence and imposed positive and immediate impact on the courses of life-meaning for the students, also the sense of life meaning has been improved on the learning motivation, which are effected by each other. 2 It also has obtained the signalize influence and imposed sustaining impact to performance the courses of life-meaning for the students in the different background situation. The more, the courses which obtain the serious life-meaning for the students make the more signalize influence. 3. The more serious life-meaning form the students, the more learning motivation will be built up by them. Both of them have the effects to each other. 4. The learning effects haven’t obtained the signalize influence to performance the courses of life-meaning for the students in the different background situation in a short period which dues to the profession can’t be mastered in six weeks. 5. The life-meaning programs have raisen up the students’ life-meaning senses according to the Feedback Sheet, Program Feedback Form which are collected from the experimental group. 6. The program of “the courses of life meaning” and teaching appear the positive effects for the students, it shows they can accept the death much better in the posttest, especially from the language records in the Program Feedback Form. 7. The background elements of genders, the parents’ education degrees do not influence the students’ sense of life-meaning and the learning Motivation, but the elements of relationship from family and friendships, academic achievement, and the honor records do involve in these. 8. The program of “the courses of life meaning” helps the students most in the introspection by analyzing the scale of sense of Life-Meaning, and the elements of esthesia and love enhance the life meaning and improve the learning motivation as well. To specific suggestions, educators of life education and for the future study are proposed for the reference of workers planning and advocating life education as well as researchers.