運用舞蹈治療概念提升國中生情緒知能之研究－Vico理念的實踐

本研究係以合作式行動研究協助國中表演藝術課程，主要目的在探討個案教師與研究者之合作式行動研究歷程、研究者與個案教師轉化Vico理念，藉舞蹈治療概念於國中表演藝術課程，探究教學之困難及解決的歷程，及學生接受此教學成效。為達上述目的，本研究主要以質性研究中的參與觀察法、半結構訪談與文件分析法，輔以問卷調查法。以新北市某區某國中八年級某班學生為研究對象，為使研究結果更具客觀性與代表性，以「情緒知能量表」進行前測，課程實施九週後，再進行後測。本研究結果顯示，（1）合作式行動研究個案教師與研究者在規劃階段、實施階段，反省與修正階段三個階段，透過不斷溝通對話調整教學內容與節奏，合作歷程特點是各司其職及相互合作；（2）情緒輔導方案的實踐不僅提升學生的情緒知能，也讓個案教師與研究者更加注意自己情緒管理，以便身教與言教能知行合一；（3）研究者依理念設計課程草案，並與個案教師討論以確立教學活動、個案教師依教案落實，並彈性調整教學活動；研究者與個案教師不斷溝通、合作以修改教學活動是教學轉化的關鍵要素。研究之建議可供青少年輔導工作者、「綜合活動」、「表演藝術」領域之教師教學時的參考。

關鍵字

合作式行動研究；情緒知能；教學轉化；舞蹈治療； Vico理念

並列摘要

The purposes of the study are: (1) to familiar with how to conduct collaborative action research to aid teacher-researcher gain or get an insight into their teaching life. (2) to investigate how to assist a performing arts teacher in developing her insights and how to enhance junior high students' emotional intelligence. (3) to understand teachers' transformative processes of applying Vico's thought and dance therapy concepts. To achieve these purposes, the qualitative data include audio and video recording, interviewing with teacher and students, and documents produced at course design meetings. The quantitative data collection includes pre- and post-tests on emotional intelligence. The results showed that: (1) Conducting collaborative action research facilitated communication between teachers and school faculty; it increased awareness and reflection of issues that affected learning and professionalism. (2) Emotional mentoring program were not only enhancing students' emotional intelligence, but also improving teachers and school faculty professional development. (3) Collaborative action research was a way for helping teachers interpret at the process of teacher inquiry teaching transformation from Vico's thought and dance therapy concepts to implement and experience curriculum.