| Summary: | 碩士 === 國立臺北教育大學 === 生命教育與健康促進研究所 === 99 === The purpose of this research was to analyze the relevant contents of life curriculum text books and life education in the Grade 1-9 Curriculum. The use of content analysis approach was targeted towards examining the ways in which life education messages were communicated via life curriculum text books published by Kang Hsuan, Nan Yi and Han Hln as used by majority of schools. The analysis also attempted to understand the overall information appropriation and their difference, and to investigate their corresponding effect against the competence indicators of life curriculum. Specific findings were summarized as follows:
1. The contents of life curriculum in the Grade 1-9 Curriculum contained, in a subtle manner, three major areas of life education information, namely: “Ultimate Caring and Actual Practice”; “Ethical Thinking and Reflection”; and “ Development of Overall Integrity and Intelligence ”. There were seven categories, namely: “Philosophy and Life”; “Religion and Life”; “Caring for the Living and the Dead”; “Moral Thinking and Decisions”; “ Ethics of Sex, Love and Marriage”; “ Ethics of Life and Technology” and “Development of Overall Integrity and Intelligence”.
2. There were imbalances in the respective sub-categories of the relevant contents of life curriculum text books and life education in the Grade 1-9 Curriculum. Areas in connection with “Ethical Thinking and Reflection” were brought up the most. In terms of categories, “Development of Overall Integrity and Intelligence” appeared the most frequent, yet “Religion and Life” and “Caring for the Living and the Dead” were rarely mentioned. As for the sub-categories, “Merging Knowledge into ractice” was very much emphasized, but the following materials were never brought up, namely: “Types of Religion”; “Religious Literature and Arts”; “Religious Belief”; “Religious Viewpoint on Life and Death”; “Desolation and Sadness”; “Funeral Culture”; “ Ethics of Life”; “Ethics of Animals” and “Ethics of Information”.
3. There should still be rooms to incorporate more life education materials pursuant to the live curriculum competence indicators. Establishing life education competence benchmarks would become a core driving force in regaining a complete image for life education. In this way, the theme of life education in returning to the basics
would no longer be indistinct.
Finally, the analysis also targeted the teachers of life curriculum and made proposals for the future Grade 1-9 curriculum.
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