| 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 objective of this research was to analyze the relevant contents of mandarin curriculum textbooks on life education in the Phase II of Grade 1-9 Curriculum. The content analysis approach has been used to investigate the ways in which life education messages were linked with the mandarin curriculum textbooks published by Kang-Hsuan, Nan-Yi and Han-Lin, respectively. The analysis also made an attempt to figure out the overall information regarding life education and their mutual differences. According to the research results, some specific findings were summarized as follows:
1. The contents of life education in the Phase II of Grade 1-9 Mandarin Curriculum contained implicitly three major areas of life education information, namely, “Ultimate Caring and Actual Practice”; “Ethical Thinking and Reflection”; and “Personality and spiritual development”, and seven main categories regarding life education, 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 “Personality and spiritual development”.
2. According to the research results, the distributions of the sub-categories with respect to the sub-categories of the relevant contents of mandarin curriculum textbooks on life education in the Phase II of Grade 1-9 Curriculum are listed as follows: Areas regarding “Personality and spiritual development” were brought up the most. In terms of main categories, “Personality and spiritual development” appeared with the most frequent. However, “Religion and Life” and “Caring for the Living and the Dead” were fewer mentioned. As for the sub-categories, “Spiritual Development” was emphasized very much, but the following materials have not been mentioned within the selected mandarin curriculum textbooks, namely: “Types of Religion”; “Religious Viewpoint on Life and Death” and “Ethics of Sexuality”.
3. The distributions concerning the sub-categories of the relevant contents of mandarin curriculum textbooks on life education in the Phase II of Grade 1-9 Curriculum were quite similar, based on the research results. However, an occurrence of inconsistent weightings with respect to the sub-categories of the relevant contents of mandarin curriculum textbooks on life education might be the unavoidable result of “Lack of Competence Indicators on Life Education”.
Finally, some suggestions concerning the teachers of mandarin curriculum and the Grade 1-9 curriculums on life education in the future have been proposed.
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