本課程為本所發展生命教育教學與研究特色，所開授探討生命教育理論與實務的課程。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，以及構思如何在教學場域中規劃與實踐培養學生正向的生命價值，讓修習之教師得以將所學融入日常教學與生活輔導中，並協助學生活更有意義的人生。課程整體設計的核心放在如何體認與建構正向的生命價值觀，並在生命歷程(生活)的實踐上強調在情境中的師生互動關係與影響。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，並特別注重十二年國教實施後的適性輔導與學習增能。修課學生在本課程中，可以獲得下列六方面相關的知識與訓練：
(一) 瞭解生命的總體本質與生命義意建構對生命內涵的影響。
(二) 瞭解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與實踐。
(六) 獲得規劃與實踐生命教育教學課程的能力。This course is part of our institute's development of life education teaching and research features, and we offer courses that explore the theory and practice of life education. 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 for oneself, and conceives how to plan and practice in the teaching field to cultivate students' positive life value. This allows practicing teachers to integrate what they have learned into daily teaching and life coaching, and help students live a more meaningful life. The core of the overall design of the course is on how to recognize and construct positive life values, and emphasizes the interaction and influence of teachers and students in situations in the practice of life course (life). 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. Relationships; the third level explores issues of self-realization in life, including self-growth and social care, with special emphasis on adaptive counseling and learning enhancement after the implementation of twelve years of state education. In this course, students can obtain relevant knowledge and training in the following six aspects:
(1) Understand the overall nature of life and the impact of the construction of life meaning on the connotation of life.
(2) Understand the meaning of promoting life education 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 and practice for exploring the value of life.
(6) Acquire the ability to plan and implement life education teaching courses.
王陽明，2009，窮得只剩下錢。台北：橄欖出版社。
史密士•休斯頓 (Huston Smith)，1998，人的宗教－人類偉大的智慧傳統。劉安雲譯，台北：立緒出版社。
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。
Wang Yangming, 2009, so poor that only money was left. Taipei: Olive Press.
Huston Smith, 1998, The Religions of Man—The Great Wisdom Tradition of Mankind. Translated by Liu Anyun, Taipei: Lixu Publishing House.
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.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平常考核佔30%平常考核佔30% Ordinary assessment accounts for 30% |
30 | (包括上課出席與課堂報告、參與) |
| 期中報告30%；。期中報告30%；。 Interim report 30%;. |
30 | (口頭與短篇書面主題報告) |
| 期末報告佔40%期末報告佔40% Final report accounts for 40% |
40 |
