本課程為本所發展生命教育教學與研究特色，並培育生命教育科教師所開授之授探討生命與死亡議題的選修課程。課程的目的在引導學生從生理、心理與靈性三個面向，探討生命的發生、成長、老化與死亡，特別將教點放置在老化與死亡，期待學生從了解生命的過程與死亡，進一步反思如何活出有意義與精彩的生命，並能有效的規劃正式或潛在的生死領域課程，協助學生從認識生命與死亡議題體悟生命的意義。課程的設計從瞭解生命的起始、成長與老化過程為切入點，探討生命過程與如何面對死亡相關的議題，並透過生死終極問題的思索省察生命的意義與目標，以增進未來教師開授生命教育的知能。課程的設計將規劃為三大區塊：第一個區塊為對生命與死亡過程現象的瞭解；第二個區塊為面對死亡相關議題的探討，包括老年健康促進的議題；第三個區塊為生命終末的關懷與死亡教育教案的研發。修課學生在本課程中，可以獲得下列五方面相關的知識與訓練：
(一) 瞭解生死教育的意義、目的與內涵。
(二) 認識與理解生命起始、成長與死亡的過程以及本質。
(三) 理解生死相關議題的本質與內涵。
(四) 獲得生命老化與老年健康促進的知識與能力。
(五) 獲得協助處理面對死亡關懷的知識與能力。
(六) 獲得規劃生死關懷教學方案的理論、實踐知識與能力。This course is for our institute to develop the teaching and research characteristics of life education and to cultivate elective courses taught by life education teachers to explore issues of life and death. The purpose of the course is to guide students to explore the occurrence, growth, aging and death of life from the three aspects of physiology, psychology and spirituality. The teaching focus is particularly placed on aging and death. It is expected that students will further reflect on how to understand the process of life and death. Live a meaningful and wonderful life, and be able to effectively plan formal or potential courses in the field of life and death to help students understand the meaning of life from understanding life and death issues. The course design starts from understanding the beginning, growth and aging process of life, explores issues related to the life process and how to face death, and examines the meaning and purpose of life through thinking about the ultimate issues of life and death, so as to enhance the teaching ability of future teachers. The knowledge and ability of life education. The design of the course will be divided into three major blocks: the first block is the understanding of the phenomenon of life and death process; the second block is the discussion of issues related to death, including issues of health promotion for the elderly; the third block is The block is the development of end-of-life care and death education lesson plans. In this course, students can obtain relevant knowledge and training in the following five aspects:
(1) Understand the meaning, purpose and connotation of life and death education.
(2) Recognize and understand the process and essence of life’s origin, growth and death.
(3) Understand the nature and connotation of issues related to life and death.
(4) Acquire knowledge and abilities in life aging and elderly health promotion.
(5) Acquire the knowledge and ability to assist in handling death care.
(6) Acquire theoretical and practical knowledge and abilities in planning life-and-death care teaching programs.
迪肯•阿峰思(Alfons Deeken)，王珍妮譯，2002，生與死的教育。台北：心理出版社。
約翰•鮑克(John Bowker)，1994，商戈令譯，死亡的意義(The Meanings of Death)。台北：正中書局。
陳雪芬、黃雅文等編著，2013，老人健康促進。華都文化，台北。
黃政傑主編，2007，生命是什麼。高雄：復文。
傅偉勳，1993，死亡的尊嚴與生命的尊嚴。台北：正中書局。
張淑美，1996，死亡學與死亡教育。高雄：復文。
Frankl, Viktor E（2008），趙可式、沈錦惠合譯，《活出意義來》。台北：光啟。
Lynne Annl Despleder, Albert Lee Strickland (2006)，黃雅雯等譯，《生命教育－生死學取向》。台北：五南。
Alfons Deeken, translated by Jenny Wang, 2002, Education in Life and Death. Taipei: Psychology Press.
John Bowker, 1994, translated by Shang Geling, The Meanings of Death. Taipei: Zhengzhong Book Company.
Edited by Chen Xuefen, Huang Yawen and others, 2013, Health Promotion for the Elderly. Huadu Culture, Taipei.
Editor-in-Chief Huang Zhengjie, 2007, What is Life. Kaohsiung: Fuwen.
Fu Weixun, 1993, The Dignity of Death and the Dignity of Life. Taipei: Zhengzhong Book Company.
Zhang Shumei, 1996, Thanatology and Death Education. Kaohsiung: Fuwen.
Frankl, Viktor E (2008), "Living with Meaning", co-translated by Zhao Keshi and Shen Jinhui. Taipei: Kuang-chi.
Lynne Annl Despleder, Albert Lee Strickland (2006), translated by Huang Yawen and others, "Life Education-Orientation in Life and Death". Taipei: Wunan.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平常考核佔20%平常考核佔20% Normal assessment accounts for 20% |
20 | (包括上課出席與課堂參與) |
| 讀書心得30%讀書心得30% Reading experience 30% |
30 | (含口頭)報告 |
| 期末報告佔50%期末報告佔50% The final report accounts for 50% |
50 |
