本文呈現一門連結生命道徳教育文學閱讀課程。輔大德語系《現代德語散文選讀》課程依據Holocaustliteratur (「納粹種族迫害文學」）的多媒體文本的概念，採用兩部與納粹政權和迫害猶太人相關的文學作品Hans Peter Richter的《Damals war es Friedrich ( Friedrich還在的時候)》、Katharina Katzenmaier的《Vom KZ ins Kloster (從集中營到修道院)》與《辛德勒名單》、《蔵匿》、《安妮的日記》、《帝國大審判》等四部電影進行教學。本文論述外語文學課程除可用電影協同教學外，在進行語言教學、文本分析、歴史知識、文化習俗比較等的教學活動時，可 將教學延伸到生命議題的探討，以文本與電影内容作爲生命教育題材來增加學生的生命經驗、幫助學生發展更成熟的人生観。該課程透過文字敘事與電影的視覺與聽覺帶來的多感官效果帶領學生観察作品及電影中加害者、被害者、旁觀者（非直接加害的第三者）的言語與行爲。在激發學生對被害人的同感心和人道關懷的基礎上，教師尤其引導學生區辨第三者在「藉機獲利」、「堅持對黨忠誠」、「事不關己」、「同情遭迫害的人」、「義不容辭拯救猶太人」等道德立場之間所做的不同選擇和不同行爲方式，提供大學生一種由「尊重生命'關懷生命」出發，建立 「生命責任意識」和「自我道徳勇氣」的生命教育。文學文本及電影作品中那些選擇人性、甘冒身家性命危險救助猶太人的勇者角色尤其有助於提升學生的社會正義敏感度和激勵學生內心裡潜在的生命關懷和公民道德勇氣。本文分爲五部分：一、輔仁大學德語系大三下「現代德語散文選讀」課程的課程目標，ニ、｢納粹種族迫害文學」與生命道徳教育，三、教學策略及課程執行狀況，四、學生對課程的接受状況，五、結語。

This article presents a literature reading course, which links to the life moral education. According to concept of multimedia text of Holocaust literature, the course “Reading of Modem German Essays” of German Department (Fu Jen University) used two literary works - Hans Peter Richter’s “Damals war es Friedrich” and Katharina Katzenmaier’s “Vom K2 ins Kloster” and four movies -“Schindler’s list”，“Versteckt”，“Das Tagebuch von Anne Frank” and “Die letzten Tage von Sophie Scholl”. This article shows, how such a course could use film-assisted teaching method. While teaching a foreign language, a teacher could also extend the topic to life education by analyzing texts, discussing historical backgrounds and comparing cultural differences. Using the content of texts and movies as a material of education a teacher can increase the students' life experiences and help students develop a more mature attitude towards the life. Through the multi-sensory effects of text, vision and acoustics this course leads the students to observe the language and behavior of perpetrators, victims and the bystanders (the third party, who was not the direct perpetrator). By inspiring students' empathy and humane care to victims, teachers lead the students to become aware of the differences between diverse choices and behaviors, like “using the opportunities to get profits”，
“insisting on party loyalty”，“not my matter”，’’sympathy for the persecuted people” or “saving the Jews as a bounden duty” and to provide students a life education which begins with “respect for life and care about life” and establishes “sense of responsibility and “moral courage”.
This paper is divided into five parts: First, the curriculum goals of “Reading of Modem German Essays” of German Department, Fu Jen Catholic University; second, “literature of the Nazi racial persecution” and the life education, third, teaching strategies and curriculum implementation, fourth, the acceptance of the course, fifth，conclusion.