泛自閉症學生靈性教育之教學行動研究

研究者遇到了一名泛自閉症孩子，他的問題行為曾是同儕、老師們頭痛，甚至懼怕的對象，但是當他面對自己喜愛的事物時，卻能展露出學習的熱情以及真摯的笑容，因此，研究者渴望透過「靈性教育」的實施，喚醒研究對象心中原有的「內在靈性」。本研究之研究目的為：探討教學者實施靈性教育之教學行動歷程；探討教學者實施靈性教育，國小五年級泛自閉症學生生命整體的改變；以及分析教學者實施靈性教育之自我轉變及省思。本研究採教學行動研究法，進行「計畫、行動、省思、再行動…」的循環，並透過觀察、訪談、影片紀錄、教學省思日誌等方式，將整體靈性教育教學行動歷程、泛自閉症學生生命整體的改變，以及教學者自我轉變及省思，經由質性資料的分析，整理出研究結果。本研究之研究結果為：（1）三大主題面向（正念、藝術、自然）課程，成為喚醒學生內在靈性之最佳素材，展現出「專注、助人」等素養，並增進其社會技巧與溝通能力，與他人連結加深。（2）透過靈性教育，研究對象在接受度上有很大的提升，也能享受在學習裡；與他人的關係（表達、交流）出現正向變化；並且能樂於分享、願意助人。（3）靈性教育是一個「教學相長」的過程；且在面對特殊孩子時，應撕掉「標籤」，將他們視為「全人」。

關鍵字

靈性；靈性教育；泛自閉症；全人教育；全人教師

並列摘要

The researcher met a child with Autism Spectrum Disorder. The child’s problematic behavior used to give his peers and teachers a headache; even made them fearful of him. However, when the child faces the things that are much to his delight, he reveals the passion of learning with a genuine smile on his face. Therefore, the researcher hopes to awaken the “inner spirituality” in the research participant’s heart through the pedagogy of the “spiritual education”. The research purposes are to explore the process of action research as the researcher applies the teaching approach of spiritual education, to explore how an elementary school fifth grader with Autism Spectrum Disorder experiences changes in life as a whole after going through a series of spiritual education, and to analyze the self-transformation and reflection of the researcher when adopting the spiritual education. Action research in teaching is the main research method of this paper, and it goes through a cycle of “planing, acting, reflecting, and acting again…”. Through observations, interviews, video recordings, teaching thought logs, etc., the researcher analyzes the qualitative data of the process of action research when implementing spiritual education, exploring how a learner with Autism Spectrum Disorder can be transformed in various realms of life after being taught with the spiritual education, and analyzing the self-transformation and reflection of the researcher on implementing spiritual education and then eventually synthenizing research results. The research results are as the following: (1) the courses of three major themes— mindfulness, art, and nature— are the best materials to awaken a learner’s inner spirituality, activate the learner’s competence of “concentration” and “assisting others”, and enhance the student’s social skills as well as communication abilities to connect with others in a profound manner. (2) By adapting the spiritual education, the student being researched had a great positive enhancement of his tolerance towards others and began to indulge in learing, showed positive transformation concerning his relationship(communication and interaction) with others; in addition, he was willing to help and share with others.(3) The spiritual education is a process of “teaching is learning”; moreover, when facing a special child, one should tear off the “label”, and regard him or her as a “holistic person”.