身心動作教育（SME）與舞蹈學生心流經驗之研究

本研究目的在於根據身心動作教育（somatic movement education, SME）理論設計課程，並探討教學介入後，對高中舞蹈班學生心流經驗的影響效果。本研究參與者為高中舞蹈班三年級學生，男生五人，女生二十人，合計二十五人，年齡介於17-18歲之間。身心動作教育課程內容包括：自我瞭解與身體覺察、靜心與放鬆、創造力與身體流動、情緒流動等四大面向。課程教學為期十二週，每週進行兩次，每次進行一百分鐘。本研究以相依樣本t檢定，以了解身心動作教育課程實施前後，學生在心流經驗問卷上得分的變化情形，藉以探討身心動作課程對高中舞蹈班學生心流經驗之影響。結果發現學生在挑戰與技術的平衡與知行合一能力的前後測得分在12.5-12.9之間，其餘各面向後測得分平均皆高於13分，其中後測得分最高的為自成的目標達13.76分，顯示身心動作教育課程在學生自成目標的心流經驗特別顯著。另外在總量表（M = 4.280，p < .001），以及清晰的目標（M = 0.600，p < .01），專心於手邊的事物（M = 0.520，p < .05），失去時間感（M = 0 .680，p < .05），自成的目標（M = 0.960，p < .001）等分量表上具有顯著差異存在，表示課程實施後比課程實施前，學生在整體心流經驗，以及清晰的目標、專心於手邊的事物、失去時間感和自成的目標四個分層面上有顯著成效提升，此一結果代表身心動作教育課程確實能提升學生的心流經驗。然而結果亦顯示：學生在挑戰與技術的平衡、知行合一、清楚的回饋、自我掌控感、失去自我意識等五個面向的前後測得分並沒有顯著差異存在。本研究並依結論提出研究建議，以供未來身心動作教育與心流經驗研究領域之參考。

關鍵字

身心動作教育（SME）；心流經驗；舞蹈學生

並列摘要

The purpose of research is to develop a scale suitable for measuring the flow experience of senior high school dance students, to explore the difference between the pre- and post-measurement of the flow experience after the implementation of somatic movement education (SME). It is a reference for the classroom practice of dance teaching. The participants are 5 boys and 20 girls, between 17-18 years old, total of 25 people. First, students took a pre-test of the flow experience; then they implemented a 12-week teaching activity designed by the researchers, twice a week, 100 minutes each time. The course content includes four aspects: self-understanding and body awareness, meditation and relaxation, creativity and physical flow, and emotional flow. At the end of the course, students took a post-test. The scores were tested for significance of difference by dependent sample test to analyze the difference of students' scores on the flow experience scale before and after the implementation of the course, and then to explore the effect of SME on the flow experience of students. The results found that the pre- and post-test scores of students' flow experience "balance between challenges and techniques" and "the ability to integrate knowledge and action" were between 12.5 and 12.9, and the average post-test scores of the other aspects were higher than 13 points. The highest score in the post-test is "self-made goals," which is 13.76 points, which shows that the physical and mental movement education course has a particularly significant effect on students' "self-made goals" flow experience. Secondly, on the test of pre- and post-test differences, it showed: overall flow experience scale (M = 4.280, p < .001), and subscales: clear goals (M = 0.600, p < .01), concentration for things at hand (M = 0.520, p < .05), loss of time sense (M = 0.680, p < .05), self-made goals (M = 0.960, p < .001) and other dimensions have significant differences exist, indicating that the implementation of the course has significantly improved the students' overall flow experience, as well as clear feedback, focusing on the things at hand, losing the sense of time and self-made goals, which means that the physical and mental movement education course can indeed improve and enhance students' flow experience. However, the research results also show that there is no significant difference in the scores of students in the five aspects of the balance of challenge and technology, the unity of knowledge and action, clear feedback, self-control, and loss of self-awareness, which may be worth exploring in the future. Finally, this study puts forward relevant suggestions based on the conclusions, so as to provide a reference for the implementation of SME and the field of flow experience research in the future.

並列關鍵字

somatic movement education (SME) ； flow experience ； dance students

參考文獻

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