本研究旨在調查某大學學生經驗第一次死亡事件及其相關問題。研究對象有182人，以者自編之問卷做為蒐集資料的工具。結果顯示，研究對象經驗第一次死亡事件分佈在3至22歲間;死亡者是動物的有28.89%，是人的有71.11%。9成以上的研究對象表示內心有受到死亡事件的衝擊，其中最普遍的顯著感受是難過;8成不上有形之於外的顯著反應，其中最普遍的顯著反應是哭，小孩與成人對死亡事件最普遍的顯著反應沒甚麼差異;又研究對象的內感外應，與我們的社會期待與規範相當一致。經驗死亡會刺激研究對象思索生死的問題，68.7%的研究對象表示對死亡有不知道的問題，主要的有死後的世界、靈衖及輪迴等問題;多數父母親最普遍的反應是傷心、難過、哭;約2成的父母親與研究對象談到一般的死亡話題，談話後有6成多的研究對象，心理感到比較服;經驗第一次死亡事件，對多數研究對象今日在死亡的感覺與了解的建構上，具有著影響力。最後，本研究針對結果加以討論，並建議從幼稚園開始即應隨機進行死亡教育或生命教育，尤其是親人或寵物死亡的小孩須即時給與支持與教育;親職教育及老師的在職教育，應與健康教育、死亡教育或生命教育等相關課程聯結，有些與死亡相關的個別反應或問題，應轉介給相關的專業人員來處理。

The purposes of this study were to investigate the first death experience of college students and its related issues. The subjects were 182 college students. The data was collected by the self-administered questionnaire designed by the researcher. The results revealed that the subjects’ first death experience occurred from 3 to 22 years old and the deceased that was a pet were 28.89% and human being were 71.11%. Above 90% subjects were significantly influenced by the death events and most of them felt miserable. Above 80% subjects had significant reactions to the death events and most of them cried at that time. The most significant reaction of the children and parents to the death evens were no difference. And the subjects’ significant feelings and reactions were correspondence to the social norm. The death events stimulated the subjects to think about the issues about life and death and there were 68.7% subjects who said that they had some questions about death, the main problems were about world after life, soul and rebirth. Most of the subjects’ parents had significant reactions to the death events and most of them felt grief, miserable and cried. About 20% parents talked about death issues with the subjects and there were above 60% subjects felt more comfortable after talking with their parents. Today, most of the subjects’ construction of feeling and understanding about death were significantly influenced by their first death experiences. Finally, the findings were discussed and the researcher suggested that from kindergarten death or life education should be practiced at random, especially the children who have the death experience of a love one or pet need the support and education at once, and parent-child education and teachers’ in-service education should be conducted in conjunction with health education, death education or life education and some special personal reaction or problem relate to death should be transferred to other professionals to deal with.