本研究旨在發展一融入大學通識課程中的「察覺他人受苦」的生命教育課程教學方案，並探討其成效。研究採準實驗前後測設計：實驗組49人，對照組58人。實驗組接受為期10週，每次2小時的「察覺他人受苦」課程。研究工具包括張利中（2007）察覺受苦量表，趙梅如、鍾思嘉（2004）觀點取替故事同理心量表，以及Rushton、Chrisjohn和Fekken（1981）利他行為等量表為測驗工具。統計分析採用了t檢定、共變數分析及階層回歸分析等方法。結果如下：（1）實驗組在負向的「最責報應」、「性格歸因」、「律法主義」層面之得分下降，「人之常情」與「關懷省思」得分則有提升，亦即對察覺受苦有正面影響、能蓋提昇對他者的關懷；（2）在同理表達上有顯著提升，同理認知、同理情感與利他行為上則無顯著進步。根據研究發現，提出大學生命教育課程教學實施與後續研究之建議。

The purpose of this study is to develop a life education curriculum, and to test its effectiveness in increasing college students’ positive awareness of people’s suffering. This study followed a quasi-experimental pre-test and post-test design with 49 and 58 participants in the experimental and control group respectively. Participants in the experimental group were involved in a curriculum made up of 10-sessions. Each session was composed of two hours learning activities. The instruments used included the following: the Awareness of Suffering Scale（Chang, 2007）, Self-report Altruism Scale by Rushton, Chrisjohn, and Fekken（1981）, and the Empathy on Perspective-taking Stories Scale by Chao and Chung（2004）. Independent t-test, ANCOVA, and hierarchical regression analyses were applied to analyze the data. Results indicated positive change of the participants in the experimental group. Improvements included the reduced level of the cursing and blaming,character attribution, legalism, and an increased level on caring and self reflection and human nature attribution. In addition, there was a positive change on the expressive domain of empathy. The cognitive and emotional domains of empathy, and the level of altruistic behaviors were not improved by the present intervention. Conclusions and recommendations are listed for further development of life education curriculum as well as for future studies.