本文以 2011 年上學期，某中南部技職院校共112 名的應外系學生為對象，印證生命教育與教育讀書 療法如何融入「進階英文」的文學課程。本課程的設計，擺脫傳統文學教育單向度的傳授，著重於教師 與學生的互動，透過一系列的活動，帶入生命的啟發與反饋。同時，藉由《最後十四堂星期二的課》（Tuesdays with Morrie）一書的深度閱讀，幫助學生養成具備自我療癒的閱讀習慣與正向思考。經過一個學期的操作 與反應良好的問卷，我們可以發現，具生命教育啟發意義的文學文本，在課堂的操作上確實有助於讀書 療法之實施；而教育讀書療法的帶領，也能使文學文本中回歸於自我成長的部分，獲得確切的實踐。

This study is aimed to investigate 112 Applied-Foreign-Languages-majors’ responses to an Advanced English Reading class from the perspectives of life education and educational bibliotherapy. This course was offered at a technical university of Mid-Southern Taiwan in the spring semester of 2011. The course design focused on the teacher-student interaction and encouraged the students to think about what life was through different course activities. On the other hand, reading Tuesdays with Morrie encouraged the students to form the habit of self-guided bibliotherapy and positive thinking. The results of the questionnaires indicated that the thought-provoking textbook helped the students increase their bibliotherapeutic literacy and self-growth.