| Summary: | 碩士 === 南華大學 === 生死學系 === 102 === This research was aimed to realize the following implementations on the history classes integrated by life education to explore the effection students’ grades and to analyze the effect of self-concept, social relationship, the money-management concept, and the relationship between human and nature. Offer the specific advice for the authorities and history teachers to implement the life education integration curriculums.
This research was implemented by quasi-experimental research, and the research subjects are the eighth graders from four classes in a junior high school in Chiayi County. Lasting for nine weeks, one class a week, and forty-five minutes a class, 59 students in the experimental group went through the life education integration classes for about 405 minutes. Sixteen percent of the like education integration curriculums is about 65minutes. There were nine integration curriculums in total. The other 63 students in the control group didn’t go through any experiments, and they remained the original classes.
For students’ history grades, the researcher adopted the history test scores of Unit One, Two, and Three of Book Four as the research material. For the effect of students’ life education, the pre-test and post-test of life education evaluation scales were analyzed by ANCOVA. Besides, the research materials included worksheets, journals, feedback sheets, and activity reflection tables.
The major findings of this study were as follows:
1. For students’ history grades:
(1) The quantitative data shows that the experimental group praised the design of the life education integration curriculum, and they considered the design actually improved their learning motivation.
(2) The history grades of the experimental group had no significant differences after the experiment.
From the qualitative research results, students certainly acquired high interest. Students’ learning motives have reinforced from history classes through the life education integration curriculums. Besides, the integration curriculums brought students different perspectives of thinking about their lives, and they helped them experience the differences.
2. For the effect of students’ life education:
(1) For the results of statistics, there was no significant difference on self-concept, social relationship and the relationship between human and nature . From the qualitative results, students could realize the inner transformation of their feelings and there certainly were influences and changes for students’ behaviors among people and the affective performance of money-management concepts.
(2) For the results of statistics, there was no significant difference on social relationship. From the qualitative results, there certainly were influences and changes for students’ behaviors among people.
According to the research results, the researcher provided several advices for school teachers, the educational authorities, and the relevant researchers for future references.
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