Abstract The aim of this article attempts to explore a design for an appropriate integrated life education curriculum for pre-school students, to collect data on its effects and according, to the results of said data to form concrete constructive opinions on the design of and practice of this program. The method for research was a nonequivalent quasi-experimental method. A group of level two kindergarten students who participated in the study was taught by researcher in a private school. The experimental group of thirty-six students participated using an integrated life education curriculum consisting of nine chapters and lasting twenty class periods. And, the control group of thirty-six students participated using the normal curriculum. The ‘Performance of Family Life Evaluation Questionnaire’and ‘Performance of School Life Evaluation Questionnaire’were used to measure the outcome. The outcome was analyzed by comparing pre-testing result and post-testing result. In order to effectiveness of the life education curriculum and observing the changes of individuals, qualitative analysis of class observing record, interviews after and before the study and questionnaires were used. Results of this study showed: 1. After having participated in the integrated life education curriculum, the students' life attitude rose entirely in a positive direction. Entire positive effect was shown in the ‘performance of family life'; And, in ‘performance of school life’, an immediate effect was shown in the aspect of ‘people and self and ‘people and environment’. 2.It was found that to use interdisciplinary curriculum integrated into life education can help students accessible to learn and to accept daily life experience. 3. Through the experiment of integrated life education in the curriculum enriched the teaching contents and also helped the students experience‘Life Education’along with different activities. According to the experiment's results, concrete suggestions for the design and practical use age of the integrated life education curriculum are as follows. 1. The life education curriculum should be concentrate on students' experiencing, properly arranging for teaching period and teaching topic in order to integrate the concept of life education into curriculum successfully. Appropriately to select children books and to use various evaluation instructions are also important. 2. Those teachers having the same common interests in the area of life education’ should experience and learn together. Teachers should assist parents in understanding the importance of life education. Besides, through different environments and settings to lead students understanding their life experience more. 3.Regard life education as a core issue in curriculum development planning and try to provide training for teacher to appreciate meaning of life education with adequate assistance. 4.To enhance research in the area of pre-school life education with the in-depth interviewing students’family background, using various evaluation instructions and applying story plots to interview. Keywords: pre-school children、Life education、interdisciplinary curriculum

幼兒生命教育統整課程設計與實施成效之研究 摘要 本研究旨在設計適合學前教育幼兒生命教育統整課程，及了解其實施成效，並根據研究結果，提出設計與實施課程時之具體建議。本研究採不等組準實驗設計，以研究者所任教之私立學校附屬幼稚園內K2年級幼兒爲教學研究對象，實驗組36人進行9 單元共20節課，參照組36人進行一般課程的學習，所使用之研究工具為研究者自編的「家庭生活表現評估問卷」及「學校生活表現評估問卷」，所得的資料以前後測的分數比較進行統計分析;此外，再根據教學觀察記錄，實施前後的訪談及問卷調查，進行個別幼兒改變分析及課程實施質化的分析，作爲評量生命教育統整課程實施成效之輔助工具。茲將主要研究結論摘要如下: 一.接受生命教育課程後，幼兒的生命態度有正向提升的效果。在家庭生活的表現中，幼兒的生命態度均有正向整體的提升;在校内生活的表現中，各生命態度上未見顯著的輔導效果。 二.在實施歷程中發現，運用主題跨學科的統整方式進行生命教育，有助於幼兒結合生活經驗和容易接受。 三.透過體驗活動，使生命教育更爲落實，內容更豐富;經由教學的實踐，使師生同步成長。 依本研究之結果，提出設計與實施生命教育課程之具體建議如下: 一.生命教育課程必須以幼兒的經驗為主，在實際的時間與課程的安排得宜，工作太多，生命教育的概念的融入便不能足夠展現於主題課程之中，童書的選材要適合研究對象的需要，以及要有多元化的教學評量。 二.教師對生命教育的理念應有所領悟，並協助家長了解生命教育的重要，透過多元環境配合引導幼兒認識生命。 三.將生命教育課程納入爲學校課程發展計劃的重心，提供教師成長的培訓並提高其對生命的意識，主動了解實施困境，提供老師適切的支援。 四.加強幼兒生命教育的相關研究，對幼兒的家庭背景能作深入的訪談，探用多元評量方法以及運用有故事情節的訪談形式。 關鍵字:幼兒、生命教育、統整課程