本研究利用內容分析法，針對現行通過教育部審定之國中南一、 康軒與翰林版本綜合活動教科書生命教育教材進行分析比較，具體發 現如下： 一、現行綜合活動教科書以「生活調適」類目之生命教育教材最 多，「生死教育」、「道德倫理」與「人生哲理」等類目教材甚少，次 類目相關教材分布不均。 二、綜合活動教科書之生命教育教材多屬「自我關注（人與自己）」 及「人際互動（人與他人）」，缺少「臨終關懷」、「自殺防治」、「品格 教育」、「爭議議題」、「宗教教育」與「人生信仰」等教材。 三、教師認為生命教育教材應包括人與自己、人與他人、人與環 境等內容，且能貼近學生生活經驗，重視體驗分享，然其課程與生命 教育內涵重疊，教材主題亦有重複，且仍有升學與配課因素等實施困 境。

This study aims to explore teaching materials for life education in the field of Integrative Activities for junior high school, which are published by Nani Publishing CO., LTD, Kang Hsuan Educational Publishing Group, and Han Lin Publishing CO., LTD. Interviews with Integrative Activities teachers, reveal their opinions on life education teaching materials, which are illustrated, discussed, and verified. Several findings are summarized as follows: First, “life adaptation” is the focus of the majority of the Integrated Activities textbooks. There is insufficient teaching material focused on “life and death education”, “morals and ethics”, and “philosophy of life.” Secondly, life education usually implies several subcategories, such as “Self-concern” and “Interpersonal Interaction.” There is insufficient teaching material focused on subcategories like Hospice & “Palliative Care”, “Suicide Prevention”, “Moral Education”, “Controversial Issues”, “Religious Education”, and “Beliefs about Life.” Thirdly, teachers deem that the textbooks are supposed to include “People and Themselves”, “People and Others”, “People and Surroundings”, and content which is close to students’ daily life and which focuses on experience sharing. This paper also illustrates the difficulties that still remain in implementing life education, such as imbalanced curriculum oriented towards entrance examinations and the relatively low number of periods that this subject field is taught.