慈濟教師應用靜思語教學實施生命教育之質性研究--以台北市一所國民小學為例 =The qualitative research of life education practiced with “Still Thoughts ” by the Tzu-chi teachers--from one of Taipei municipal elementary schools
本文旨在探討慈濟教師用靜思語教學，實施生命教育之方法. 內涵與成效. 研究對象與場域，主以天母國小為主，以慈濟教師暨本校「靜思語教學專業成長小組」召集人蕭老師，為主研究對象. 筆者於研究期間參與的相關活動，如「慈濟種子教師成長教室」.「台北市國民小學生命教育推動小組」.「921震動大愛重建校園師親生成長活動」等，提供研究者與主題相關之背景知識，研究者經參與觀察. 文件分析. 訪談等質性研究法. 研究發現如下： 1.由「靜思語教學成長小組」運作歷程，參與本小組老師心路歷程中，發現老師在靜思語教學小組成長歷程中，找到教學樂趣與理想，沉浸在教學熱情與活力中. 唯有老師對教育充滿熱情與活力，學生的「生命教育」才得以推動與深耕. 2.由蕭老師用靜思語教學實施生命教育之內涵，及其他慈濟種子教師實施生命教育之經驗分享，發現慈濟教師能活用靜思語來啟發學生，並用心用愛去教育每位孩子，也將一些用血淚編出的生命劇本，及慈濟的「四大志業」「八大腳印」為生命教育生活化之主教材. 3.蕭老師用靜思語實施生命教育之方法，發現慈濟教師主以靜思語教學之體驗活動. 故事講述. 靜思. 省思. 實踐等方法，為實施生命教育主方法，其他如配合節令. 時事. 引進社區資源等，各項實施方式亦很生動. 多元. 4.蕭老師用靜思語教學，實施生命教育成效，分從家長. 學生. 同事等不同角度探討，發現蕭老師用靜思語教 學實施生命教育過程中，使親. 師. 生同步成長，而唯有生命教育家庭. 學校. 社會應「三合一」共同推動，生命教育才能奏效. 靜思語教學，既是『教心』的志業，故老師們要先教好『自已的心』，才能教好『學生的心』. 相信慈濟教師對教育的用心. 用愛來耕耘親. 師. 生的互動關係，實施人性關懷的教育，尊重與感恩的教育，重視體驗與行動的教育. 如此才會培養出令人感動的孩子，及體認生命意義與人生的價值. [摘要] The purpose of this research is to look into the method，content，and effectiveness of the life education practiced by the Tzu-chi teachers applying the “Still Thoughts” in their teaching. The selected group and place is the Tien-Mu Elementary School where the researcher works and Mrs. Hsiao，a Tzu-chi teacher as well as the convener of the “Still Thoughts Teaching Professional Growth Group”，is the targeted person. All the relating activities such as “Classroom for Tzu-chi Seed Teachers‘ Growth”，“Life Education Promotion Team of Taipei Municipal Elementary Schools” and “Post-921 Growth Activity--Rebuilding Teacher-Parents-Students Relationship with Love” etc. in which I，the researcher，participated during the research period have provided the background knowledge related to the research topic. Through substantial researching methods of participation and observation，analysing documents and interviewing key persons, the conclusion and findings of this research can be summarised as follows： Through the work of the “ Still Thoughts Teaching Growth Group” at Tien-Mu Elementary School and the personal experience of the teachers in the group，it shows that teachers found joy and ideals in teaching and indulged themselves in the passion and vitality of teaching itself while participating in the workshop. Only when teachers are full of enthusiasm and vitality towards education，“life education” can be promoted and deeply rooted in the system. By contemplating the content of the life education practiced by Mrs. Hsiao applying the “Still Thoughts” in teaching and the experiences of other Tzu-chi seed teachers, we found that the Tzu-chi teachers can flexibly use the “Still Thoughts” in enlightening students and educate children with love and heart. In addition，teachers also appropriately use some first-hand life stories and Tzu-chi‘s “Four Major Missions” “Eight Major Projects” as the main “text book” to make the “life education” really “alive”. The “life education” by “Still Thoughts” practiced by Hsiao shows that Tzu-chi teachers have adopted activities experiencing，stories-telling，meditation，self-reflection and implementation etc. as main approaches to practice the “life education”; other teaching ways by means of festivities, current social issues or introducing community resources are also vivid，easy-going and multi-dimensional. The effectiveness of Hsiao‘s work can be evaluated in views of parents, students and colleagues respectively. Under the “life education” scheme，we found that the three parties have been growing together，and only with the “three-in-one” effort can “life education” really be effective. Still Thoughts teaching is a “life-termed aim” to “educate heart”，therefore，teachers have to first educate their “own heart”，then can educate “students‘ heart”. We are convinced of the good will of Tzu-chi teachers with regard to education，and their working with love on interaction among parents, teachers and students, implementing education with humanitarian perspective，with respect and gratitude，and emphasising experiences and actions. Only by doing so would we be abl
