⽬的：探討⽣死教育⼲預對中學⽣⽣命意義的影響。⽅法：通過類實驗設計，以⽅便抽樣選取澳⾨某中學⾼中⼆年級學⽣作為研究對象，全年級共三個班 94 ⼈，以班級為單位，按照 2：1 分組，其中兩班參與⼲預活動進入實驗組（61），另⼀班進入對照組（33），實驗組通過四次⽣死教育活動課，分別為⽣命四季、清明思親、細味⼈⽣及⽣命時鐘四個主題，對照組無相關⼲預，採⽤⽣命意義量表測量⽣死教育⼲預前後得分。以 SPSS 22.0 統計軟件進⾏資料分析。結果：活動後實驗組⽣命意義得分（48.80±6.17），⾼於對照組得分（42.76±7.09），差異具有統計學意義（p<0.05），實驗組存在意義和尋求意義兩個維度上的得分均⾼於對照組（p<0.001）。結論：⽣死教育活動課可提升中學⽣⽣命意義。

Objective: To explore the impact of life and death education interventions on the meaning of life for middle school students. Methods: Through a quasi-experimental design, a convenience sampling method was used to select second-year high school students from senior high school in Macau as the research subjects, divide into groups by class in a 2:1 ratio, of which two classes participated in the intervention activities and were assigned to the experimental group (61), and the remaining class were assigned to the control group (33). The experimental group received four life and death education activity classes, namely the Four Seasons of Life, Remembering Loved Ones on Qingming Festival, Savoring the Essence of Life, and The Clock of Life. The control group had no relevant intervention. The Meaning of Life Scale was used to measure the pre- and postintervention scores. Data analysis was conducted using SPSS 22.0 statistical software. Results: The score of meaning of life in the experimental group (48.80±6.17) was higher than that of the control group (42.76±7.09), and the difference was statistically significant (P<0.05), and the scores of the experimental group in the two dimensions of Presence of Meaning and Search for Meaning were higher than those in the control group (P<0.001). Conclusion: Life and death education course can enhance the meaning of life of middle school students.