| Summary: | 碩士 === 朝陽科技大學 === 幼兒保育系碩士班 === 97 === This study is an action research. The researcher is the instructor who gives the Life Education instruction. The subjects are from the students of Early Childhood Care and Education Program at Chen-Xi Senior High School in Taichung County. The purpose of this research is to investigate the process throughout the chronic practice of Life Education instruction. At the instructor’s point of view, the research questions include: (1) How to overcome the problems occurred during the practice of Life Education instruction? (2) How to modify a teacher’s teaching strategies? (3) What kind of influence can Life Education instruction bring to the students? and (4) How would the instructors reflect on their teaching practice? According to the result, the researcher would propose concrete suggestions regarding the design and implementation of Life Education instruction.
The subjects had received the Life Education instruction through class meeting periods for 3 semesters. There were 28 units and 56 periods in total. Each period took 45 minutes. The data was collected from after-class learning worksheets, students’ feed-back worksheets, the instructor’s observation records, interview records and the researcher’s teaching reflection. The above data was also used as the tool for the evaluation of Life Education instruction and helped to explain the effects brought by the instruction. The result was analyzed by means of the qualitative methodology.
The result of this research was summarized as following:
I. For the aspect of curriculum design and practice:
1. Life Education instruction is acceptable for the vocational high school students from Early Childhood Care Department. It is also workable to use class meeting time to realize Life Education instruction.
2. Life Education lessons should be integrated with every subject and be put into the daily life. The teaching style of the lessons should be vivid and creative, and the teaching materials should be versatile.
II. For the aspect of the teacher’s teaching reflection:
1. It is workable for a homeroom teacher to realize Life Education lessons in his/her homeroom class if the teacher can utilize the teaching methods well.
2. Self-reflection is crucial for a teacher to improve the quality of teaching. It is also important for a teacher to put Life
Education instruction into the daily lessons.
III. For the aspect of the teaching effect:
1. Life Education instruction can promote students’ ego conception. For the less confident students, it can help them to have a more positive conception of themselves.
2. Life Education can change students’ attitude toward the death: It can lower their fear of death and make them have a positive conception toward this issue.
3. At the beginning, Life Education instruction didn’t make a big difference for students to realize the meaning of life. But after a long period of time, it can help students to build a positive attitude toward their own life.
4. Life Education instruction can contribute students’ sense of acceptance toward his/her class and make them love their class better.
5. Life Education instruction can help improve the relationship between
students and their parents.
To synthesize, the result of this research can provide concrete suggestions for associated issues of Life Education instruction and the people who are concerned about Life Education instruction. This study would be especially useful for school administrators, teachers, and related researchers and could provide reference resources for the implementation of Life Education instruction in the future.
Key words:
Life Education Instruction, Teaching Effect, Action Research, Vocational High school Students in Early Childhood Care and Education Department
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