近年因校園自我傷害事件頻傳，生命教育的議題逐漸受到重視。研究者將生命教育與專業師資培育融合，以「人生三問」為經，「為人」與「為師」為緯，於大學師資培育中心開設「生命教育理論與教學」課程，本文為此行動的紀錄與反思。人生三問的核心乃為思索與轉化「生命困頓」議題，研究者將生命困頓歸納為「失落」、「挫折」及「虛無」三面向。究竟在青少年時期，個人在人生價值、家庭、同儕、學習等面向上，經歷過哪些生命困頓？如何加以轉化、超越？而教師又扮演什麼角色？本研究帶領師資生覺察青少年時期經驗過的生命困頓，發現：（一）、看見生命困頓：分析師生青少年時期所經歷過的生命困頓；（二）、個人轉化之道：針對不同面向的困頓，發展出轉化之道；（三）、教師引導之道：從教師角色與引導策略兩方面，引導學生面對生命中的失落、挫折與虛無。

In Taiwan, the necessity and importance of combining the “professional education” and “Life Education” has been promoted in recent years. This article is an action research that shared the experiences and reflections of a teacher educator who infused life education into teacher education by planning and implementing a life education course in a teacher education program. One of the critical theme in the course was to discuss the predicaments in life, that is, the “loss”, “frustration”, and “nothingness” as experienced by both the teacher and her students in their adolescent years. By analyzing various documents including interviews, student assignments, self-reflection notes, this article elucidates the perceived dimensions of life predicaments; the ways with which individuals attempt to face and transform them; and the ways in which teachers may help in guiding their students to face and transform the predicaments. In such a way, this course has created a space for teacher education and pre-service students to meet and to ponder upon life predicaments as a person as well as a teacher.