本研究旨在探討以繪本作為媒介，將生命教育融入國小一年級生活課程之課程實踐。研究以《宮西達也獨角仙武士》系列繪本為核心教材，設計一套為期十週的課程，聚焦於生命教育四大核心主題：「肯定與尊重」、「同理與關懷」、「互助與參與」及「接受與付愛」。課程實施透過繪本教學、團體討論與延伸活動，旨在探究幼童對生命教育主題的理解情形以及在課程活動中是否展現相對應的行為表現，進而分析理解與表現之間的關聯性。
本研究採質性研究法，研究對象為台灣北部某公立國小一年級幼童。課程設計以生活課程內容為教學架構，透過教師引導之繪本教學與團體討論，協助幼童從角色經驗中建構生命價值觀，並透過十項設計活動觀察其是否能將理解內化於行動表現之中。資料蒐集包含幼童學習單與創作作品、師生討論紀錄、教學觀察紀錄及教師省思札記，並以質性分析方法進行歸納與詮釋。
研究結果發現：
一、幼童能透過繪本角色的經驗產生情感共鳴，並初步理解各生命教育主題內涵，尤以「肯定與尊重」、「同理與關懷」與「付愛」主題之情感投入與價值覺察最為明顯；
二、幼童在延伸活動中多能將所理解之價值內涵具體展現，包括自我肯定、鼓勵夥伴、主動協助、表達祝福等行為；
三、整體而言，幼童在四大主題的理解與表現間多具高度關聯性，惟對於「接受過去的傷害」、「責任延續與長遠支持」等較抽象概念，則仍需更多生活化情境與適切引導，以深化其理解並提升實踐能力。
本研究結果顯示，透過繪本教學結合生活課程進行生命教育，不僅有助於促進幼童情意發展與價值建構，亦能強化其社會互動與生活適應能力。研究成果可作為未來國小低年級生命教育課程設計與教學實施之參考。
關鍵詞：生命教育、繪本教學、生活課程、幼童、質性研究

This study aimed to explore the integration of life education into the first-grade life curriculum in elementary schools using picture books as a medium. The research centered on the Kabutomushi Samurai series by Tatsuya Miyanishi and designed a ten-week curriculum focusing on four core themes of life education: affirmation and respect, empathy and care, mutual help and participation, and acceptance and love. The curriculum was implemented through picture book co-reading, group discussions, and extension activities, with the goal of investigating young children's understanding of these life education themes and examining whether they exhibited corresponding behavioral expressions during the course activities. The study also analyzed the relationship between understanding and behavior.
A qualitative approach was adopted, with the study subjects being first-grade students from a public elementary school in northern Taiwan. The curriculum design was based on life curriculum content, where the teacher guided picture book co-reading and group discussions to help children construct life values through the experiences of the characters. Through ten designed activities, the study observed whether children were able to internalize their understanding into behavioral expressions. Data were collected through students' worksheets and creative works, teacher-student discussion records, teaching observation notes, and teacher reflection journals, and were analyzed and interpreted using qualitative analysis methods.
The research findings were as follows: Children were able to resonate emotionally with the characters' experiences in the picture books and developed a preliminary understanding of each life education theme, with the themes of affirmation and respect, empathy and care, and acceptance and love being particularly prominent in terms of emotional involvement and value awareness. In the extension activities, children demonstrated the values they had understood, including behaviors such as self-affirmation, encouraging peers, proactively assisting others, and expressing blessings.
Overall, there was a strong correlation between children's understanding and behavioral expressions across the four themes, although more life-contextual situations and appropriate guidance were needed to deepen their understanding and enhance their practical abilities regarding more abstract concepts, such as accepting past hurts and the continuation of responsibility and long-term support.
The findings of this study indicated that integrating life education into the life curriculum through picture book teaching not only facilitated emotional development and value construction in young children but also enhanced their social interactions and life adaptation skills. The results could serve as a reference for future curriculum design and teaching implementation of life education in elementary schools.
Keywords: Life Education, Picture Book Teaching, Life Curriculum, Young Children, Qualitative Research