| Summary: | 碩士 === 真理大學 === 宗教文化與組織管理學系碩士班 === 98 === Abstract
This study is to explore the feasibility, theoretical structure and learning effects of life education incorporated into curriculum. Compared to life education activity held on campus, official curriculum incorporating life education is able to observe learning effect consistently and adjust curriculum contents timely. The chosen curriculum is Psychology of Religion, which content is based on Developmental Psychology as basic knowledge, as well as the theory of Park and Folkman’s “Model of Life Meaning” structure to explore personal religious belief conversion, development and physical/ mental adjustment subjects. As such, this curriculum is appropriate to incorporate career oriented life education content.
According to Park and Folkman’s global meaning structure which consists of life beliefs, goal, and sense of meaningfulness, the teaching method is meant to utilize role play, speech and thematic video to evoke shared experience and to create career and life meaning making process. Out of those 8 class sessions, it is aimed to inspire student’s thinking of self-life value, life beliefs, life goals and life meanings, also to understand students’ participation and learning effects via their homework after class.
The research finding suggested that in terms of life belief awareness, students tend to think opportunities are made for those prepared, not to give up easily. From their expression of life belief, it is also found they are firmed to respect own life, live up to their lives, and they believe such is way of life full of meaningfulness. As for life goal, from students’ comments, it is found this curriculum did inspire their life and career goal to change, from a state of ambiguousness to one of concrete description on life goal and career vision. What students appreciate the most is the obtaining of concept of respecting life and understanding life meaning. Regardless of healthiness or handicapped, we have to face life bravely and respect, treasure.
|
|---|
