Analysis on Life Education in Health and Physical Education Textbooks for Phase Ⅲ of Grade 1-9 Curriculum

• Main Authors: Jen-Chueh Chen, 陳蓁雀
• Other Authors: Si-Chi Chen, Ph. D.
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/03898540521356842133

碩士 === 國立臺北教育大學 === 生命教育與健康促進研究所 === 98 === Abstract This study examines the life education-related content of Health and Physical Education Textbooks for Phase Ⅲ of Grade 1-9 Curriculum. By comparing and analyzing the three versions of MOE-approved Integrated Activities Textbooks (i.e., the Version A, B and C textbooks published by Hanlin, Kan Hsuan and Nan I, respectively) using content analysis, this paper discusses various categories of life education-related content and their corresponding competence indicators. It also scrutinizes the different degrees of importance attached to different categories. Listed below are the conclusions of the study: 1. From the Health and Physical Education Textbooks for Phase Ⅲ of Grade 1-9 Curriculum, this study found 11 competence indicators that correspond to the categories of life education-related content. 2. Each version of the Phase Ⅲ Health and Physical Education textbooks has a distinctive way of determining the importance of each life-education category. The topics of life education are raised totally 261 times in all of the three versions. The Version C textbook includes the largest percentage of life education-related content, followed by Version A and Version B. 3. Among the categories of life education-related content of Health and Physical Education Textbooks for Phase Ⅲ, “Moral thinking and reflection” receives the most mention in all of the three versions, followed by “Realization of ultimate care” and “Personality and spiritual development”. 4. Among the main categories of life education-related content of Health and Physical Education Textbooks for Phase Ⅲ, “Personality and spiritual development”is considered the most important by the author(s) of Version A textbook and “Philosophy and life” by those of Versions B and C. “Sex, love and marital ethics” is considered the second most important category, while “Moral thinking and decision making”, “Life and ethics of technology” and “Life and death studies” receive comparatively less mention. None of the textbook versions includes anything about “Religion and life”. 5. Among the subcategories of life education-related content of Health and Physical Education Textbooks for Phase Ⅲ, “Love and ethics” receives the most mention, followed by “Sexual ethics”, “Meaning of life” and “Transcendence”. As the adolescence is characterized by curiosity about sex and love, the topic of “Sex, love and marital ethics” is raised many times in these textbooks. Despite the distinctive ways of determining the importance of life-education categories, each of the textbook versions contains some unique features that enable teachers to draw inspiration from the various textbook versions, and consequently enhance the quality of teaching (and learning) by incorporating materials concerning life education. The health and physical program is expected to help students “explore the fundamental issues of life; apply knowledge to everyday life”.