本研究主要探討靜思語的生命教育課程教學應用在校園霸凌防治成效，我們都知道校園的霸凌行為是被禁止的，禁止卻不等同未發生，從文獻調查發現校園霸凌行為事件近年來卻仍逐年攀升，即便老師適時強力介入雖當下能嚇阻學生間的霸凌行為，但若將時間軸線拉長來看，對於學生霸凌態度的影響卻是有限，學生的霸凌行為在老師的干預下雖從檯面上消失，卻沒有在校園的陰暗角落中減少。如何讓學生在行為態度上改變，讓友善校園深耕，便是教育的目的。為試圖改善國小校園霸凌的現象，本研究意圖探討生命教育應用在國小校園霸凌的防治，運用行動研究，以研究者所任教的班級為研究場域，希望可以透過靜思語教學課程的實踐，使學生真正理解霸凌行為，對自己或他人造成的傷害及其影響。將生命教育核心價值融入霸凌防治，使班上的人際互動氛圍改善，使學生能自我調整、省思與人相處的基本態度，進而尊重他人，讓霸凌事件真正在校園中消失。 Although campus bullying is forbidden, its occurrence has risen in recent years. With teachers’ timely interventions, bullying between students can be reduced, but the impact on the attitude of school bullying will be limited in the long term. Although bullying between students can be eliminated while students are under a teacher’s supervision, it may not decrease outside their supervision, on- or off-campus. One goal of education is to make the students change their attitude toward bullying and develop a friendlier and more peaceful campus. To reduce campus bullying, this study explores the application of Life Education for the prevention of the campus bullying, using a class taught by the researchers as an action research. We consider whether incorporating Still Thoughts in this course enables students to better realize how school bullying will damage not only others but also themselves. We integrate the core value of Life Education into the prevention of bullying to improve the relationships among students and the atmosphere of interactive learning in the classroom. It is found that students are better able to adjust themselves to get along with their classmates and respect other people.
