本研究旨在掘發以「生命教育」作為大專一年級國文教學核心的可能與發展。研究者是研究參與者（教師6人、教學助理3人、學生141人）的成員之一，因此本研究主要取逕於參與觀察法（participant observation）。本研究描繪一個團隊教師，共同執行「生命教育」融入國文課程的教學計畫： 透過文本閱讀，帶動學生對自我生命、與他人、自然、宇宙產生覺知，以進行自我生命的書寫。研究中詳陳教學的操作細節，進行各項活動歷程及功能的動態詮釋，佐以學生書寫文本、學生自我評量、教師點評，作為分析研究質化、量化的資料。 研究結果得知，本課程改革教學的實質成效主要有：第一、提升學生正向思考的能力；第二、提升學生的書寫能力，並以此闡釋生命教育融入大專一年級國文教學的意義與價值；最後，透過研究省思，思考在有限資源下，如何持續於教育現場進行具有生命教育內涵的國文教學。

This study aims to dig the possible development of using “life education” as the core of freshman Chinese language teaching. The researcher is the organizer as well as the performer of the research. Accordingly, the study takes the approach of participative observation, which means the researcher is part of the object of the research. This paper presents the teamwork of teachers’ integrating “life education” into Chinese language teaching. First, generally, the plan originates from teachers’ teaching difficulties. Secondly, the paper is on life education, which is also the core of pedagogy in this context. It tries to motivate students by reading the selected references to sense and perceive the relations among people, nature, and universe, in order to write their own lives. The data analyzed here includes the students’ writing exercises, the self-evaluation of students, the comments of teachers. the concrete description of the teaching operations, the dynamic interpretation of the process of activities, and the effectiveness of teaching. The research results show two sufficient findings: enhancing students’ ability to think positively and improving students’ writing skills. And these are used to interprete the meaning and value of integrating life education into freshman Chinese language teaching. Finally, by reviewing the plan and research, this paper examines how to continuonsly teach Chinese language on life education with limited resources.