本研究目的在於探討「傳記」之所以能做為生命教育教材的理論依據，其因在於「傳記」文類的特質，不僅可以做為一文學詮釋的教材，增進學生對於語文的興趣，其中所蘊含因時代而致的差異性和因人性所致的共通性，讓學生得以更廣闊地認識自己和他人。而「傳記」做為一種生命的言說，開啟讀者自身生命與典範人物的生命之間交互對話的可能性，並藉由言說理解、參照他人生命以反思自身，進而理解自身的生命經驗，並達到自我在生命、生活及各領域上提升的目的。本研究進一步從「傳記書寫與書寫傳記」的單元學習教案，探討做為此一理念的落實，最後以「書寫他人的生命故事」的學生作品做為成果說明，亦即回到「學習者」自身，從「學習者」再出發，探究其生命實踐的內涵。

This study aims to explore the reason why the “biography” as a theoretical basis for life education materials. Due to the characteristics of the “biography” is not only as a literary interpretation of teaching materials to enhance students’ interest in the language. But the differences due to the times and the commonality caused by human nature, so that students can more broadly know themselves and others. And “biography” as a life discourse open the possibility of an interactive dialogue between the readers ‘own life and the model people’. To achieve the purpose of upgrading students’ various life fi elds by referring to the life of others to refl ect on their own and understanding their own life experience. This study further explores the implementation of this concept by the lesson plan from the “biography of writing and writing biography”. At the end explore the connotation of life practice by the student’s work “to write the life story of others” as a result of the life education.