| Summary: | 碩士 === 中國文化大學 === 生活應用科學系碩士在職專班 === 101 === The purposes of the study are to explore the influences of the instruction of life education on senior high school students’ meaning in life and their attitudes toward life. First of all, the theoretical basis of this study was founded through literature review and analysis and thus the whole program of life education was schemed to cover 8 units, meant to be lectured in 15 hours, one hour in each week. With these 15 hours’ experimental instruction, the goal of this study can hopefully be reached.
This study was conducted with a quasi-experimental method, and the target students of this study were the freshmen of Taipei municipal senior high school students in the academic year 2012-2013. 40 students of Class A from Taipei Municipal Nanhu Senior High School were selected by purposive sampling, to be the experimental group, while another 39 students of Class B from Taipei Municipal Neihu Senior High School to be the controlled group. The students of the experimental group received the 15-week-long life education. By contrast, the students of the controlled group remained untouched. Both Class A and Class B respectively took the tests of “Scale on the meaning of life” and “Scale on the attitude toward life” before and after the experiment, and one month after the instruction was over. Besides, after the instruction was over, the students of the experimental group also got involved in the collecting of such qualitative data as the overall feedback sheets on the instruction and the interviews. Then, these data, after being quantified, were analyzed with the methods of descriptive statistics, one sample t-test, independent sample t-test, paired t-test, one-way ANOVA, and Pearson product-moment correlation analysis. The results were inductively generalized and listed as follows:
1. Senior high school students’ meaning in life is at intermediate level. In other words, senior high school students feel their lives are meaningful and have purposes.
2. High school students’ meaning in life differs from students’ suicidal intentions. Those senior high school students who never thought of committing suicide often understand more about meaning in life than those senior high school students who occasionally thought of committing suicide.
3. Senior high school students’ meaning in life obviously differ from their life experiences in significant events. Among them, those senior high school students without experiencing significant life events often have more meaning in life than those students who have ever gone through some significant life events.
4. Senior high school students’ attitudes toward life are at intermediate level. In other words, senior high school students’ attitudes toward life tend to be positive.
5. Senior high school students’ meaning in life and their attitudes toward life appear to have a highly significant positive correlation. The more meaning in life senior high school students have, the more positive their attitudes toward life are.
6. The instruction of life education has an instant influence on the physical and mental aspects of the senior high school students’ meaning in life.
7. The instruction of life education has a prolonged influence on the senior high school students’ meaning in life, in the physical, mental and spiritual aspects. Four weeks after receiving experimental teaching, those students of experimental group got the higher follow-up test scores than the pre-test.
8. The instruction of life education has a prolonged influence on the aspect of students’ attitudes toward death about senior high school students’ life attitude. Four weeks after receiving experimental teaching, those students of experimental group got the higher follow-up test scores than the pre-test and the scores of the students of the controlled group.
9. The students of the experimental group have a positive attitude to face death after the instruction of life education.
10. With respect to the responses from the students of the experimental group to the instruction of life education, we found in the overall feedback sheets that these students showed 90% satisfaction on “the overall instruction,” “level of comprehension,” “way of presentation,” and “the level of assistance.” Moreover, these students made positive responses in their qualitative data, such as the afterthoughts and the interviews. And the results of quantify data also show that the overall scale and some aspects have an instant and prolonged influence. Therefore, the instruction of life education mentioned in this study is suitable for senior high school students.
According to the findings and conclusions in this study, the researcher recommends that senior high school students should continue to explore and reflect on the true meaning of life education curriculum and apply to personal daily life in order to promote physical and mental health. They should actively explore the meaning and value of personal existence to create a positive outlook on life and attitude toward life, and they should continue to implement the six principles of spiritual cultivation in order to promote the comprehensive development of body, mind and spirit. In addition, my suggestions for educators are that teaching should be diverse and lively, and using of multiple evaluations at the same time. Teachers should give students positive feedbacks properly and help improve the effectiveness of their learning. Besides, teachers themselves should actively participate in the related seminar to life education in order to strengthen the energy of teaching. Furthermore, the school can continue to purchase books about life education, and encourage students to read actively. It can also be combined with club activities to hold some activities about life education like life experiences, visiting and service learning activities so that students can realize their meaning in life in order to cultivate a positive attitude toward life.
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