本文為筆者在某科技大學教授「生命教育」課程，針對其「生命關懷」與「生命體驗」活動單元進行教學之反思。課程設計藉由課堂以外的二至三次教學活動，幫助學生對生命課題具有主動的自我覺察能力，以及學習如何與他人真誠地互動，得以有真實體現的機會。學生並於課堂進行「生命關懷」與「生命體驗」教學單元時，以分組報告形式向全班分享其學習收穫。針對學生所呈現在經驗場域之所見所聞及他們對生命的理解之文本，筆者透過與理論對話後進行詮釋。發現其教學成效為：學生透過親身參與活動與他人真實面對面的相處後，改變了其看待生命的角度，能夠勇於接受生命的挫折與挑戰，學習如何向陌生及脆弱的人伸出友善的雙手，透過關懷老人後能夠將愛具體回饋於親人，最後能由關懷倫理的角度反思助人者與受助者的關係。

This paper comes out of the author’s reflection on pedagogy of activity for “life caring and concerning” and “life exploring and experiencing” in the life education course for technology college students. This activity pedagogy is designed, with 2 to 3 times extra-curricular visiting activities, to help students gain more proactive self awareness, to learn how to interact with others in need of caring and concerning, and to explore and experience the life in them own. Then the students share to all others what they have experienced and learned by group presentation in classroom.I collected what students have seen and heard in situ, together with what they feel and understand about the life in their presentations. With these as the texts and interactively applying appropriate theories, I try to interpret these texts. The effect of such activities is found to be: students have changed their perspectives on life by participating in the activities and getting along with others face to face. They are more ready to cope with the inevitable frustrations and challenges in their lives. They have learnt how to reach stranger and vulnerable lives in need with friendly warm hands. With experiences for caring and concerning the elderly, they are more able to feedback the same love to their parents. And through ethics of care they can reflect upon the inter-relationship between the caring and the cared.