The purpose of this study is to plan and implement the life education program which is suitable for students at senior high school and investigate the effect of the life education program on moral concept of senior high school students. Based on the results of the research, constructive suggestions are presented as a reference for developing life education program in senior high schools in Macau. The quasi-experiment was designed. Two classes, 79 students in all, of Linan Middle School in Macau were recruited as the subjects of the study. The students in Class A assigned to the experimental group (35 people) and the students in Class B were in the control group (44 people). Except for the experimental factors, interference of the elements was reduced to a minimum, so as to increase the validity of the results. The measurement instruments used in this study are “Moral Values Scale" made by the researcher, which is based on “Moral Values Scale" (Crissman, 1942; Retting & Pasamanick, 1959) and “Contrasting Values in Westem Europe" (Harding & Philips, 1986) and six questions produced by the researcher. The tests were given both at the beginning and the end of the course. The researcher in person lectured every unit of the life education program to the students of the experimental group for 25 weeks; however, the students in the control group did not receive any instruction of the program. All quantitative data were analyzed through t-test and paired t-test. The qualitative data were collected from the Unit Feedback sheets, journals and the teacher's feelings. The results of the study are referred as follows: 1. The students in Linnan Middle School appreciate the Life Education Program. Since the students in experimental group think that the multiple-intelligence teaching method is better than the conventional teaching method, as it is easier for them to think and get the sense of the moral values. The content of the program are the things that happen around themselves and they can participate as much as possible into the program, which raise their interest in the course. 2. Although the quantitative data did not show the obvious significance in the posttest, but through the comparison between the boys and the girls in the pre-post test, the boys in experimental group seem to be more beneficial from the Life Education Program than the girls. 3. When taking about the matter of death, the teacher should pay more attention to students' emotions and feelings, if the negative attitudes produced by the students, teacher should give them appropriate counseling. While playing the games and conducting the relative activities. teacher should follow the voluntary principle. encourage the low-esteem students to take part in the activities or games. 4. A quality teacher can lead to a better life education. 5. The moral/value education should be a part of education both in school and at home. The earlier it is launched, the better influence will be seen. 6. Owing to the inefficient teaching resources and the lack of teaching experience of the teacher. there are some shortcomings and defeats in certain areas. Besides that, teacher must discuss the problems discovered in the unit feedback or the work sheet with the students in order to reach the goals set in the program fully. According to the above study results, the researcher proposed some specific suggestions for serving as a reference for life education educators. educational authorities, mass media, parents of students, learners, guidance centres at school, private groups, the society and future researchers.

“生命教育”課程對澳門高中學生道德觀念成效之研究---以一所中學爲例之研究摘要 本研究的主旨在探討“生命教育”課程對高中生道德觀念之影響，並從研究結果中，探究“生命教育”課程是否爲本校高中生所接受及它在高中實施的可行性，進而提出具體建議，作爲本澳發展生命教育之参考。 本研究探用準實驗研究法,以本澳嶺南中學高中二年級兩班，共79名學生研究對象。實驗組學生35人，控制組學生44人，由研究者親自擔任生命教育課程教學，共計八個單元，爲時25週;控制組於實驗期間不予實驗處理。使用研究工具則探用自制之“道德行為量表”，進行前測及後測。該量表參考了 “道德行爲量表” (Crissman,1942; Retting & Pasamanick, 1959)及Harding & Philips(1986)所編制的“爭議性道德行爲量表”並加入自編之六題。研究資料分析方面,其中量化資料探用t考驗，成對相依樣本t檢定來進行研究假設考驗: 質性資料部份,以“單元課程評量表”、“週記”“教師的感受”等資料，分析學生及教師對生命教育課程之意見及建議。綜合文獻探討及研究結果，獲得以下結論: 一. “生命教育”課程是爲嶺南中學高中二生所欣賞的課程，由於該生命教育課程採用了多元化教學方法，課程內容又盡量地貼近學生的生活，盡可能地讓學生多參與及討論，使學生感覺到自己也是課程中的一分子，增加了他們的投入感，所以提高了學生的學者興趣與動機。 二. 該“生命教育”課程在量化資料結果上並無顯出明顯差異，但從前後測時對兩組不同性別學生的比較中，看出該“生命教育”課程對男生在道德觀念上的影響比女生高。 三. 由於高中生正步向璀璨的生命之途，對於生命，他們充滿期待與憧憬，所以在進行生命教育課程時，當探討死亡議題時，教育應留意學生對死亡的態度及反應，必要時，應提供情緒輔導和支持。另外，在進行遊戲及活動時，教師要留意班裡某些較自卑、性格孤僻學生，對這些學生，教師盡量採取學生自願原則進行此類活動，這樣，反而有助於他們願意參與課程中。四. 要有好的生命教育課，就必須先具備好的生命教育教師。五. 道德教育是教育中必不可少的部份，而且道德教育必須從幼兒做起，從家庭做起。六. 在這一次實驗性生命教育課程中，由於教學資源的不足及實教者經驗尙淺的關係，導致該課程在健康、性和享樂主義方面的課程出現了一些缺點及不足。除此之外，教師應該就單元評量表或工作紙上學生暴露出來的問題再進行相關討論，以達到課程較佳的成效。依據上述結論，研究者提出一些可行建議以供有關部門、機構及學者作爲生命教育的研究。