| Summary: | 碩士 === 國立臺北教育大學 === 生命教育與健康促進研究所 === 99 === This study examines the Life Education-related content of Integrative Activities Textbooks for Phase I of Grade 1-9 Curriculum. By comparing and analyzing the three versions of MOE-approved Integrative Activities Textbooks (published by Nan I, Kan Hsuan and Hanlin, respectively) using content analysis, this paper discusses indicators that measure the students' competence regarding life education-related materials in these textbooks. It also scrutinizes the corresponding categories of life education-related content, as well as the different degrees of importance attached to different categories. Listed below are the conclusions of the study:
1. Generally speaking, the Integrative Activities Textbooks for Phase I of Grade 1-9 Curriculum already contain materials concerning life education in categories. Among others, “Personality and spiritual development” accounts for the largest portion of life education-related content, followed by “Moral thinking and reflection”. The least emphasized category is“Realization of ultimate care”.
2. Among the 7 main categories of life education-related content in the Integrative Activities Textbooks for Phase I of Grade 1-9 Curriculum, “Personality and spiritual development” receives the most mention, followed by “Sex, love and martial ethics”, “Philosophy and life”, “Life and ethics of technology” and “Moral thinking and decision making”. Each textbook version has a distinctive way of determining the importance of these categories, but none of them mentions anything about “Religion and life” or “Life and death studies”.
3. For the life education-related content in Integrative Activities Textbooks for Phase I of Grade 1-9 Curriculum, each textbook version has a slight different way of determining the importance of each of the 32 subcategories.
4. For the Integrative Activities Textbooks for Phase I of Grade 1-9 Curriculum, each version/volume of the textbook has a different way of determining the importance of the main categories as well as subcategories.
On the basis of these conclusions, the study offers suggestions for the authorities that compile, revise and review the textbooks, as well as the teachers.
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