The main purpose of this study is to investigate the effect of the combination of two approaches in Life Education Curriculum: discussing life through life and discussing life through death, on their self-concept and meaning of life of junior high students. The subjects of this research are a group of Form One students from two different classes in a local private high school. One class (totally seventeen students) is taken as experimental group while the other class (totally twenty students) as controlled group. During the research period, the experimental group was taught with the curriculum designed by the researcher, whereas the controlled group without any special curriculum. The duration of the experiment was eighteen periods of lessons and each lesson lasted forty-five minutes. The research tool of this study is Self-Concept Scale and Purpose in Life Scale. In order to understand the effect of the combination of these two approaches in Life Education Curriculum on the subjects, the researcher required them to do a pre-test and post-test by finishing the mentioned Scales. The quantitative data was analyzed by assay way of one-way ANOVA and ANCOVA. The qualitative data was collected through questionnaire and interviews. Careful analysis of the data fully reflects the influence of the designed curriculum on the subjects of this research. The results of this research are as follows: 1. The designed curriculum, discussing life through life and discussing life through death, has stronger influence on the ‘self-concept’ of the experimental group than the controlled group. 2. The designed curriculum has more obvious influence on the ‘significance of life’ of the experimental group than the controlled group. 3. The experimental group has positive attitude towards the designed curriculum. 4. Life Education is essential to Junior Form students. The purpose of this study was to determine more practical ideas and reference to education departments, schools and educators on the aspect of discussing life through life and discussing life through death in Life Education in the future. This research also provided figures and suggestions on the aspect of discussing life through life and discussing life through death. Key words: life education, self-concept, the significance of life, junior high students

本研究旨在探討融合從生論生及從死論生之生命教育課程對初中生自我概念及生命意義感之影響效果。 本研究採用準實驗研究法,以澳門某中學初中一年級二班共 37 名學生為研究對象,實驗組(學生17名)學生接受由研究者所設計之生命教育課程,課程共18 節課,每節課45 分鐘,控制組(學生20 名) 實驗期間不予任何實驗處理。 研究工具以自我概念及生命意義感量表進行前測及後測,以瞭解實施融合從生論生及從死論生之生命教育對初中生自我概念及生命意義感之影響成效。 研究資料分析方面,其中量化資料採獨立樣本單因子變異數分析 (ANOVA)與獨立樣本單因子共變數分析(ANCOVA) 進行研究假設考驗; 貿性資料部分,以總回饋單、及深度訪談資料,加以分析融合從生論生及從死論生之生命教育課程對初中生之影響。 本研究所獲得的結果如下 : 一、融合從生論生及從死論生之生命教育課程對初中生「 自我概念」 影響顯著高於控制組。 二、融合從生論生及從死論生之生命教育課程對初中生「 生命意義感 」 影響顯著高於控制組。 三、實驗組學生對融合從生論生及從死論生之生命教育課程持正向、肯定的看法。 四、生命教育對初中生有實施之必要性。 根據上述研究結果,分別對教育機構、學校、教學者提供未來實施生命教育課程實務上,可能改進或應用的一些參考意見 ,作為實施融合從生論生及從死論生之生命教育適性教材選擇的依據;此外亦針對融合從生論生及從死論生之生命教育提供數項研究範疇與方向的參考建議。 關鍵詞:生命教育、自我概念、生命意義感、初中生