本課程為本所發展生命教育教學與研究特色，以及生命教育組必選修課所開授探討生命教育的入門基礎課程。課程的設計從「生命」的概念著手，接續思考生命教育的理念與內涵，探討如何建構自我正向的生命價值關，以及構思如何在學校教學場域，以及其他生活領域中規劃與實踐培養學生(或成員)正向的生命價值，並協助活出圓融充實的人生。課程整體設計的核心放在如何建構正向的生命價值與生活意義，在生命歷程(生活)的實踐上強調在情境中的天、人、物、我等四個面向的互動。在課程架構上則分成三個面向來探討：第一個層面探討自我生命的基礎，探討生命的意義與價值議題；第二個層面探討生命倫理的議題，特別強調人與他人、人與環境的關係；第三個層面探討生命的自我實現議題，包括自我的成長以及社會關懷。修課學生在本課程中，可以獲得下列六方面相關的訓練與能力：
(一) 瞭解生命的意義與生命義意建構的本質與過程。
(二) 瞭解台灣生命教育推動的義意與生命教育的內涵。
(三) 瞭解生命意義與生活(人生歷程)抉擇的關係。
(四) 瞭解生命意義與自我成長、社會關懷的關係。
(五) 激發對生命價值探索的熱情。
(六) 獲得規劃與實踐生命教育教學課程與活動的能力。This course is an introductory basic course on life education offered by our institute to develop the teaching and research characteristics of life education and as a required elective course for the life education group. The design of the course starts from the concept of "life", continues to think about the concept and connotation of life education, explores how to construct a positive life value relationship, and conceives how to plan and practice training students in the school teaching field and other areas of life. (or members) positive life value and help to live a harmonious and fulfilling life. The core of the overall design of the course is how to construct positive life value and meaning of life, and the practice of life course (life) emphasizes the interaction of the four aspects of nature, people, things, and myself in the situation. The curriculum structure is divided into three aspects to discuss: the first level explores the foundation of one's own life and explores the meaning and value of life; the second level explores bioethical issues, with special emphasis on the relationship between people and others, and people and the environment. Relationship; the third level explores the self-realization issues of life, including self-growth and social care. In this course, students can gain relevant training and abilities in the following six areas:
(1) Understand the meaning of life and the nature and process of life meaning construction.
(2) Understand the meaning of life education promotion in Taiwan and the connotation of life education.
(3) Understand the relationship between the meaning of life and life (life course) choices.
(4) Understand the relationship between the meaning of life, self-growth and social care.
(5) Stimulate enthusiasm for exploring the value of life.
(6) Acquire the ability to plan and implement life education teaching courses and activities.
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何福田編，2006，《生命教育》。台北：心理出版社。
吳秀碧編，2006，《生命教育：理論與教學方案》。台北：心理出版社。
林治平等，2004，生命教育之理論與實踐。台北：心理出版社。
龔立人，生命本源與朝聖之旅。香港：基督教文藝出版社。
Miller, John P. 2009，張淑美校閱，《生命教育－權人課程理論與實務》。台北：心理。
Wang Yangming, 2009, so poor that only money was left. Taipei: Olive Press.
He Futian, ed., 2006, "Life Education". Taipei: Psychology Press.
Wu Xiubi, ed., 2006, "Life Education: Theory and Teaching Plan". Taipei: Psychology Press.
Lin Zhiping, 2004, The theory and practice of life education. Taipei: Psychology Press.
Gong Liren, the origin of life and pilgrimage. Hong Kong: Christian Literature and Art Publishing House.
Miller, John P. 2009, edited by Zhang Shumei, "Life Education-The Theory and Practice of Human Rights Curriculum". Taipei: Psychology.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平常考核平常考核 Daily assessment |
20 | 含出席 課堂參與 |
| 讀書心得讀書心得 Reading experience |
30 | 含課堂口頭報告 |
| 期末報告期末報告 Final report |
50 | 含期末口頭與書面報告 |
