課程內容設計成兩個部分進行：第一個部分以生命教育理念的探討為基礎，探討生命的本質與不同類型生命發展的議題；第二個部分結合生命教育主題與生命歷程的議題，分別以專題實作、影片賞析與討論、以及與個別標竿人物的訪問，協助學生體驗生命的不同議題之核心意涵，達到體認自我與他人生命價值，並獲得輔導與協助弱勢學童成長的能力啟發。
在教學方法上採三分之一課堂講授討論，三分之一的影片賞析與討論，以及三分之一的同學彼此反思與心得成果分享。
The course content is designed into two parts: the first part is based on the exploration of the concept of life education, and explores the essence of life and the development of different types of life; the second part combines the topic of life education and life course, and separates the topic of life education. Special topic implementation, video analysis and discussion, and visits with individual characters, help students experience the core meaning of different topics of life, achieve the value of self and other people's lives, and gain the ability to guide and help weak children grow .
One-third of the class lectures and discussions were conducted in teaching methods, one-third of the videos were analyzed and discussed, and one-third of the students reflected on each other and shared their experiences.
教師自編教材
《活出精采的生命》，台灣生命教育協會出版
《窮得只剩下錢》。台北：橄欖出版有限公司。
《生命教育》。台北：心理出版社。
《生命教育之理論與實踐》。台北：心理出版社。
《從服務中學習》。台北：洪葉。
龔立人，2013，《生命本源與朝聖之旅》。香港：基督教文藝出版社。
李家同，2006，《第21頁》。台北：九歌出版社。
Teachers' self-edited textbooks
"Living a Great Life", published by Taiwan Life Education Association
"There's only money left". Taipei: Olive Publishing Co., Ltd.
"Life Education". Taipei: Psychological Publishing House.
"Theory and Practice of Life Education". Taipei: Psychological Publishing House.
"Learn from Services". Taipei: Hong Ye.
Yuan Li Ren, 2013, "The Origin of Life and the Journey of the Dynasty". Hong Kong: Christian Cultural and Art Press.
Li Jiatong, 2006, "Page 21". Taipei: Jiuge Publishing House.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂出席(含準時)課堂出席(含準時) Class attendance (including time) |
30 | |
| 課堂參與分享課堂參與分享 Class Participation and Sharing |
40 | |
| 影片賞析與指定議題心得影片賞析與指定議題心得 Video analysis and designation questions experience |
10 | |
| 期末個人成長與反思分享期末個人成長與反思分享 Personal growth and reflection sharing at the end of the period |
20 |
