台灣、日本國小階段推展生命教育之內容分析研究

• Main Authors: CHEN-WEN-CHING, 陳妏靜
• Other Authors: 謝季宏
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/06188904904103645147

碩士 === 國立高雄師範大學 === 教育學系 === 95 === The purpose of this study was to analyze the current situation of Life Education been promoted and carried out in Taiwan and Japan. And also discussed the contents of Life Education course” integrated activities learning area” in Taiwan elementary school and the contents of Life Education in the textbook of “moral education” in Japan, in order to understand the affection of the contents in Life Education. This study mainly adopted document analysis method and content analysis method to discuss the origin of Life Education, the differences between Taiwan and Japan in promoting Life Education, and the comparison of practicing Life Education course in these two countries. The author took integrated activities learning area in Taiwan elementary school and the contents of Life Education in moral education in Japan as an range. And according to the contents of five major orientations in main classification, which included physical health,career search, life adaptation, religion philosophy, and moral ethics, to setup classification table and sub-classification table individually, in order to analyze the difference between Han-lin edition integrated activities learning area in Taiwan elementary school and the contents of library edition textbook in Japan’s. After analyzing and comparing, the results of the study are as follows: I. Promoting Life Education A. Developing background of Life Education in Taiwan and Japan Campus violence and self-hurting events happened frequently were the cause of the development of Life Education in both countries. And the differences of Life Education development between these two countries are: Japan had setup the moral education in 1958. Due to the society transformation, which had brought up the new changes for the curriculum standard in 1988, moral education became Life Education since then. As for Taiwan, Life Education was first found in school course in 1997, and Mr. Chen who was the director of department of Education, had promoted and carried out Life Education of “knowing life, respect life, cherish life, admire life ,and concern life”. B. Life Education promoting system in Taiwan and Japan The promoting system of Life Education is led by the Education Bureau in their own city government in both countries. Every school is in charged of promoting their own specific features of Life Education courses. However, there is no overall planning and management center in central government in such a system in Japan. It is managed and organized by education committee in each city government; In Taiwan, the overall planning and management is handed by the Students Affairs Committee in Ministry of Education. And the Education Bureau in each city government will take charge of promoting and carrying out Life Education. C. Life Education course planning in elementary school Taiwan Integrated activities learning area and the general principle of Japan moral education and learning area, both focus on four main topics. The ability index of the course contents were developed by the contents of main topics. But because of using different names in the main themes, it showed the difference in ability index. Besides, in Japan, there is a longitudinal connection with the abilities among the lower, middle, and higher grade students in the ability index of primary education, which Taiwan do not have. Life Education course of these two countries are based on theme unit incorporated teaching in each subject. Actually, this method can combine the contents of all courses and be more integrated, and the teaching hour is even more than the regulation. However, there is an obvious different in class hour. In Taiwan, there are ten to fourteen class periods in one year, while there are thirty-four to thirty-five class periods in Japan. The way both countries carry out is to incorporate the Life Education into the school life; not only teaching in random, but also experiencing life experience in the learning process. And the different part is that Japan is based on the “holistic growth general education” to carry out. By taking the society resources and through family education, the “experiencing” learning can be done. Yet, Taiwan is based on Integration, Interdisciplinary-Teaching, and by way of adjusting subjects and teaching hours to carry out great unit or integrated theme-based instruction. Both countries mainly teach by way of single-subject and incorporated experience teaching, and the methods of evaluations are very diverse. As to the curricula use in Life Education, both Taiwan and Japan are self-designed and examined and revised curriculum. And the different part is that the curricula use in Taiwan were made by foundation, while Japan uses supplementary materials for teaching made by Ministry of Education. II. Life Education content orientation A. Main classification of Life Education content 1. First grade integrated activities in Taiwan, the contents of Life Education in the textbook of Moral Education in Japan： The first three orientations in Taiwan Han-lin edition are life adaptation, physical health, and career search; the first three orientations in Japan school library edition are life adaptation, moral ethics, and physical health. It shows the difference in the main classification distribution. 2. Second grade integrated activities in Taiwan, the contents of Life Education in the textbook of Moral Education in Japan： The first three orientations in Taiwan Han-lin edition are career search, life adaptation, and physical health; the first three orientations in Japan school library edition are life adaptation, physical health, and religious philosophy. It shows the difference in the main classification distribution. 3. Third grade integrated activities in Taiwan, the contents of Life Education in the textbook of Moral Education in Japan： The first three orientations in Taiwan Han-lin edition are career search ,life adaptation, and moral ethics ; the first three orientations in Japan school library edition are life adaptation, career search, and moral ethics. It shows the difference in the main classification distribution. 4. Fourth grade integrated activities in Taiwan, the contents of Life Education in the textbook of Moral Education in Japan： The first three orientations in Taiwan Han-lin edition are life adaptation, physical health, and religion philosophy; the first three orientations in Japan school library edition are life adaptation, career search, and religion philosophy. It shows the difference in the main classification distribution 5. Fifth grade integrated activities in Taiwan, the contents of Life Education in the textbook of Moral Education in Japan： The first three orientations in Taiwan Han-lin edition are life adaptation, moral ethics, and career search; the first three orientations in Japan school library edition are life adaptation, career search, and religion philosophy. It shows the difference in the main classification distribution 6. Sixth grade integrated activities in Taiwan, the contents of Life Education in the textbook of Moral Education in Japan： The first three orientations in Taiwan Han-lin edition are life adaptation, career search, and physical health; the first three orientations in Japan school library edition are career search, life adaptation, and religion philosophy. It shows the difference in the main classification distribution 7. First to Sixth grades integrated activities in Taiwan, the contents of Life Education in the textbook of Moral Education in Japan： The first three orientations in Taiwan Han-lin edition are life adaptation, career search, and physical health; the first three orientations in Japan school library edition are life adaptation, career search, religion philosophy, and mortal ethics. It shows the difference in the main classification distribution B. Sub-classification of Life Education content 1. First grade integrated activities in Taiwan, the sub-classification of Life Education in the textbook of Moral Education in Japan： In Taiwan Han-lin edition, selection in 3-2 training interpersonal getting along is at the most; In Japan school library edition, selections in 3-1 Training life habit and 3-3 life attitude accommodation are at the most. It shows the difference in sub-classification distribution. 2. Second grade integrated activities in Taiwan, the sub-classification of Life Education in the textbook of Moral Education in Japan： In Taiwan Han-lin edition, selection in 4-2 knowing nature mystery is at the most; In Japan school library edition, selections in 3-2 training interpersonal getting along and 3-5 self-introspection and encouragement are at the most. It shows the difference in sub- classification distribution. 3. Third grade integrated activities in Taiwan, the sub-classification of Life Education in the textbook of Moral Education in Japan： In Taiwan Han-lin edition, selection in 2-1 knowing individual trait is at the most; In Japan school library edition, selection in 2-3 confirm self-unique is at the most. It shows the difference in sub- classification distribution. 4. Fourth grade integrated activities in Taiwan, the sub-classification of Life Education in the textbook of Moral Education in Japan： In Taiwan Han-lin edition, selection in 3-2 training interpersonal getting along is at the most; In Japan school library edition, selection in 4-4 searching for meaning of life is at the most. It shows the difference in sub- classification distribution. 5. Fifth grade integrated activities in Taiwan, the sub-classification of Life Education in the textbook of Moral Education in Japan： In Taiwan Han-lin edition, selection in 3-1 Training life habit is at the most; In Japan school library edition, selection in 4-4 searching for meaning of life is at the most. It shows the difference in sub- classification distribution. 6. Sixth grade integrated activities in Taiwan, the sub-classification of Life Education in the textbook of Moral Education in Japan： In Taiwan Han-lin edition, selection in 3-5 self-introspection and encouragement is the most; In Japan school library edition, selections in 4-4 searching for meaning of life and 2-6 Training working attitude are at the most. It shows the difference in sub- classification distribution. 7. First to sixth grades integrated activities in Taiwan, the sub-classification of Life Education in the textbook of Moral Education in Japan： In Taiwan Han-lin edition, selection in 3-2 training interpersonal getting along is at the most; In Japan school library edition, selection in 4-4 searching for meaning of life is the most. It shows the difference in sub- classification distribution. Keywords: Taiwan, Japan, elementary school, Life Education, Integrated activities learning area textbook, course planning