| dc.contributor | 教育系 | |
| dc.creator (作者) | Chiu, Mei-Shiu | |
| dc.creator (作者) | 邱美秀 | |
| dc.date (日期) | 2026-06 | |
| dc.date.accessioned | 4-Aug-2026 11:59:25 (UTC+8) | - |
| dc.date.available | 4-Aug-2026 11:59:25 (UTC+8) | - |
| dc.date.issued (上傳時間) | 4-Aug-2026 11:59:25 (UTC+8) | - |
| dc.identifier.uri (URI) | https://ah.lib.nccu.edu.tw/item?item_id=183785 | - |
| dc.description.abstract (摘要) | This study aims to identify the mechanism involved in facing the end of life. The theory of thinking, feeling, action, and wishing (TFAW) is used as the foundational mechanism to construct the ultimate and everyday meaning of life. The research participants were students enrolled in a pre-service teacher training course to become school counselors. The teaching activity of drafting epitaphs was used to elicit reflections on facing the end of life (or death). Through qualitative analysis, the four mechanisms with their corresponding outcomes were identified: thinking for meaning, feeling for well-being, action by acceptance, and wishing for achievement. The four components of TFAW involve varying degrees of mechanisms in the construction of everyday and ultimate meanings, consistent with constructivist approaches. Based on their degree of involvement in constructing ultimate and everyday meanings, the components can be sequenced as thinking, wishing, feeling, and action. For educational purposes, the teaching activity (drafting epitaphs) and its analysis demonstrate the positive effects of promoting positivity by setting long-term goals. TFAW can serve as four key mechanisms for students to broaden their scopes in setting long-term goals, find meaning in life, and enhance their abilities to navigate life’s challenges. | |
| dc.description.abstract (摘要) | 本研究旨在辨識出面對生命終點的過程中所涉及的機制。本研究的理論基礎為：「思覺行盼」理論，其為構建生命最終意義和日常意義的基礎機制。研究參與者為參與學校輔導職前師資培訓課程的學生，使用草擬墓誌銘教學活動，引導學生面對生命終點（或死亡）時的反思。透過質性分析，辨識出四個機制及其相應的結果：思考意義、感受幸福、行動接受、盼望成就。「思覺行盼」的四個組成部分在構建日常和最終意義時，有不同的程度機制（與建構主義方法若合符節）。針對最終和日常意義的涉及程度，依次為思考、盼望、感受和行動。對於教育目的而言，撰寫墓誌銘的教學活動及其分析結果顯示：透過長期目標的設定，可促進積極性的正面效果。「思覺行盼」可以作為四個關鍵機制，幫助學生擴展設定長期目標的視野，發現生命的意義，並提升他們應對生命挑戰的能力。 | |
| dc.format.extent | 110 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | Journal of Life Education (生命教育研究), Vol.18, No.1, pp.1-33 | |
| dc.subject (關鍵詞) | everyday meaning; life education; thinking-feeling-action-wishing; ultimate meaning | |
| dc.subject (關鍵詞) | 日常意義; 生命教育; 思覺行盼; 終極意義 | |
| dc.title (題名) | Constructing meaning through facing the end of life: Exploring the mechanism of thinking, feeling, action, and wishing | |
| dc.title (題名) | 由面對生命終點建構意義——探索思覺行盼機制 | |
| dc.type (資料類型) | article | |
| dc.identifier.doi (DOI) | 10.53106/207466012026061801001 | |
| dc.doi.uri (DOI) | https://doi.org/10.53106/207466012026061801001 | |
