本研究旨在探討高中職生參與生命教育課程融合桌上遊戲之學習經驗，依據研究目的探究學生遊戲式學習生命教育核心素養經驗以及歷程中的因應策略，課程設計緊扣著108課程綱要生命教育內涵五個類別：哲學思考、人學探索、終極關懷、價值思辨、靈性修養，能夠更實質的幫助高中職生探索生命意義，培養思辨的能力、價值選擇、建立自我生命的終極信念並實踐其生命價值，研究者篩選四組桌遊「糟了個糕！」(That's Life)、「妙語說書人」(Dixit)、「矮人礦坑」(Saboteur)、「卡卡頌」(Carcassonne)作為教學媒材，從遊戲式學習經驗中引導學生思辨生命的價值與意義。同步結合學校學生圖像5C關鍵能力（溝通力Communication、合作力Collaboration、決策力Complex problem-solving、思辨力Critical think、創造力Creativity）應用於課程中，強化學生關鍵能力與素養。
本研究採取現象學分析方式，還原教學現場回歸學生的學習歷程經驗，經由訪談、資料蒐集、拆解整理與分析、理解學生參與課程經驗。研究對象邀請電子商務科一年級2班級，共計94名學生，課後安排10名學生(男生4人、女生6人)進行半結構式訪談。依據研究目的，經課程體驗訪談資料蒐集，其研究結果：
一、生命教育課融合桌遊，學生學習生命教育核心素養之經驗探討
(一) 桌遊設計中各種特性體驗，啟動對生命議題的思辨
(二) 遊戲中觀察互動經驗，習得生命價值
(三) 對話，啟動生命之間友好互動的開始
2.(一) 遊戲式學習帶出自我覺察與道德思辨
(二) 從遊戲中道德議題思辨延伸至社會現象
3.(一) 課程體驗與個人不同面向經驗的連結
(二) 桌遊中非真實性的失敗經驗，提升挫折容忍力
(三) 桌上遊戲歷程的經驗累積，強化對生命的感受度
(四) 競爭合作，體驗生命互動帶來的雙贏
4.(一) 遊戲式學習增進小組互動與學習
(二) 問題解決能力的培養
(三) 學習到比分數更為重要的事。
二、生命教育課融合桌遊體驗，學生歷程中的因應策略
1. 遊戲式學習歷程中的因應策略
(一) 人際互動連結之策略。
(二) 觀察-思考-推論之遊戲性策略。
(三) 知行不合一、逆轉得分、協商式等策略。
2.桌上遊戲配件放置與取得之策略，嘗試找出各種可能性。
3.遊戲歷程因應策略中展現的生命態度。

This piece of research examines the experience of integrating board games into life education courses for high school students. In accordance with the said purpose, namely examining the learning experience of students when they are enaged in games and the learning strategies used in the undertaking, the study takes the five major goals of the life education course in the curriculum designed for the year 108—philosophical reflection, anthropolgical research, ultimate concern, discernment of values, and spiritual upbringing—to discover what can better assist high school students, in a practical way, to explore the meaning of life, foster critical thinking, choose values, and establish ultimate beliefs for their life, and put such values into practice. Having selected four borard games—That’s Life, Dixit, Saboteur and Carcassonne—as pedagogical material and through the experience of learning by playing the games, students were led to think critically about the value and meaning of life. At the same time, the five ‘C’s (Communication, Collaboration, Complex problem-solving, Critical thinking and Creativity) adopted for students at the school were integrated and used in the curriculum to strengthen the students’ key competencies and qualities.
The research used the method of phenomenological analysis, looking at the real learning experience in the classroom and the the trajectory of the students’ study. Through interviews, collection of data, collation and analysis of finds, understanding the students’ experience in particiapting in the course and what they learn at various stages in the curriculum, it is possible to ‘return to the facts per se’ to see how, firstly, they have a direct experience of the world around them and, secondly, learn how to view that world. The students studied were 94 persons invited from Group 2 of the First Year in Electronic Commerce. After class, ten students (four men and six women) were selected for semi-structured interviews.
As befits the purpose of the research and following aggregation of the records of experience in the class and the interviews, it was found:

One: Students’ learning experience using games:
1.In understanding the meaning of one’s own life and in reflecting on one’s relationships with others, learning through board games opened up awareness of, and choices in, the limitless possibilities of life. The adoption of standpoints for different roles provided varying outlooks to reflect on the meaning of life.
In the games, it was possible to observe the expereince of inter-personal interaction, dialgoue among peers and the construction of consensus as well as how the students adjusted and changed position in cases of conflicting views.
2.Learning by games fostered self awareness and, in role play, rose to discernment of moral issues and so led to investigation into social phenomena.
3.The link between the experience in the course and the different poses adopted by each person with analysis of the roles each student played in the games helped to establish links with issues in their own individual life. What was implicit in the board games led to reflection on the role each person played in the actual class itself. The experience of board games helps in raising the capacity to accept setbacks. It accumulates and strengthens the level of appreciation for life. For instance, in the course of playing the games there arose positive emotional appreciation, acceptance of setbacks, a rise in the individual’s sense of achievement and an increase in the ability to face challenges.
4.The experience of learning through games helped in appreciating the win-win possibilities present in competition and cooperation. It fostered an an ability to resolve problems encountered in learning and see how life is more important than grades.

Two: Strategies developed on the basis of students’ learning through games:
1.The strategy of establishing interpersonal relationships: “joining with secondary foes to smite the principal foe’, ‘doing to others as you would be done to’;
2.The strategy of observe-reflect-postulate: ‘the good see goodness; the wise wisdom’, ‘think and think again before acting’;
3.The strategy of taking a step back to gain points and of negotiating.
4.In the strategy of setting up and acquiring accessories in a boardgame, it is possible to experience ‘how to try to discover the many possibilities offered in life, how to continually expand one’s own area and continue to accumulate new things in the course of life’ and that ‘all people have a heart/mind of compassion’. The attitude towards life unveiled by the strategies of games is ‘by investing all to the last drop it is possible to create something new’ and ‘an attitude towards life of gaining only by first letting go’.

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