「生死教育」相關議題在國內愈來愈受重視，目前有超過三分之一的大專校院通識教育中心開設「生死學」或是與生死議題相關的課程。「生死學」源自於國外的「死亡教育」，在國內融入人文風俗及社會脈絡後，演進成為一門涵蓋學科相當廣泛的學問。廣義而言，談論生死議題應是「生命」、「生活」、「死亡」三大主題並重，但由於國內學者各有堅持，故在生死學課程中，應偏重哪一主題，至今未有定論。 本研究即透過文獻探討，蒐集全國大專院校97學年度至100學年度間，通識教育中心開設的「生死學」課程，共篩選94筆課程教學大綱內容進行分析，試圖解讀現階段大專院校通識「生死學」課程的授課重點及方式，並提出相關建議，以期本課程朝兼顧「通識教育」及「生死教育」的核心理念邁進。

The issues of “Life and Death Education” are more and more important in Taiwan. There are more than one-third General Education Centers give Life-and-Death Studies Issues courses in colleges and universities in Taiwan. “Life-and-Death Studies” is derived from “Thanatology” (the scientific study of death). After integrating cultural customs and social contexts, it become a fairly broad knowledge specialized subject. Broadly speaking, the three core concepts-“Life”, “Existence” and “Death”- are the same important of Life-and- Death issues, but there are discords has arisen over this viewpoint in Taiwan scholars, so the main core of life-and-death studies is uncertain now. The researcher collected 94 syllabuses of Life-and-Death Studies courses in the Academic Year 97 to 100 in Taiwan, and tried to assay the teaching focuses and methods. The researcher give some advises, and hope the curriculum ideas can give consideration to both General Education and Life-and-Death Education.