背景 : 探究生命意義的課程若能成為「愛惜自己、尊重他人」的價值活動，讓彼此擁有豐富的生命涵養及實踐能力，才是生命教育最大的目的。 目的 : 本研究旨在藉由探究護生對生命的可改變性觀點，期望獲致其論證判斷內涵。 方法 : 研究對象為新北市某專科學校修讀「健康與護理」課程之護理科 295名學生，經議題中心教學後，以議題論證半結構式問卷收集資料。 結果 ：結果發現大部分學生認同生命可改變性，但也有 37位學生（佔 12.54%）持反對及其他意見。學生對「生命的可改變性」之論證內涵包括宿命論、悲觀主義、活在當下及生命無盡藏等四個主題，其中在「生命無盡藏」主題中最想改變的對象或事件大都與自身經歷有關，其次才是家人及朋友之生命經驗。 結論／實務應用 : 本研究依據結果提出相關建議，可為學校及教師在實施生命教育相關課程時之參考。

Background: The ultimate goal of life education is to cultivate life content and develop the competence to practice and explore the meaning of life as “love yourself and respect others.” Purpose: This study used life changeability teaching methods to pinpoint the content of the adolescent argumentation process. Methods: Study participants included 295 nursing students enrolled in a health and care course at a nursing college. Students filled out a semi-structured questionnaire after the completion of issues-centered teaching. Results: Most participants agreed that life could be changed. A minority of 37 students (12.54%) disagreed or expressed another opinion. Students evaluated themselves in terms of an argumentation process designed to identify principal factors influencing decision making. The four factor themes identified were: fatalism, pessimism, living in the present and endless life. Under the endless life theme, events connected with a person’s own life experiences would be changed first followed by the life experiences of family and friends. Conclusions/Implications for Practice: Findings shed light on life education and may serve as a reference for schools and teachers responsible to design / teach life education courses.