國小正念課程實施之行動研究

本研究旨在藉由行動研究歷程，探討兒童正念練習之實踐歷程，了解學生正念覺察之相關經驗，並探究行動者在行動歷程的行動反思與調整。本研究之行動對象為18位六年級學生，男生9人，女生9人。由研究者擔任行動者，研究進行方式為每週一次，每次三十分鐘，為期十三週的正念課程方案教學。本研究依循「計畫、行動、觀察、反省、修正」的行動循環歷程，來進行課程方案的調整與實施。研究者採用錄影、觀察、訪談、文件資料等多樣方式收集資料，並用歸納的方式來分析資料，經過資料蒐集、文本的詮釋與分析，本研究結果發現兒童正念練習的實施是一種行動、反思、修正、實踐的歷程，從行動實踐的歷程中，行動者和學生都從正念課程中得到成長。這些成長包括：（1）正念練習提升學生的感官覺察力。（2）正念練習能促進學生內在感受、情緒與想法狀態的自我調控能力。（3）動態正念練習可以促進重點關懷學生之專注與覺察學習效果並激發學習興趣。（4）行動教師透過正念教學，反思自身的正念覺察力與正念練習教學。最後，依據本研究結論，針對教師教學與未來後續研究提出具體建議。

關鍵字

正念；兒童的正念練習；正念練習課程

並列摘要

This action research aimed to explore the process of the implementation of mindfulness practice program in the elementary school, to learn the experience of the students' mindfulness awareness, and to understand the reflection and revisement the actor made in the action process. Eighteen 6th graders , including 9 boys and 9 girls, participated in current research. The study was conducted for a period of thirteen weeks, once a week for 30 minutes each time. The researcher served as the actor and followed the process of action research cycle of "planning, action, observation, reflection and revision" to carry out the implementation process. The researcher collected data in a various ways, including video, observation, interviews, and document data, and analyze the data in a general way. After data collection, interpretation and analysis of text, the results of this study found that mindfulness implementation is a course of action, reflection and revision and practice, both actor and students learned and grew during the teach and learn process. The growth included (a) mindfulness practice opened children’s sensory awareness ability; (b), mindfulness practice helped students to aware their inner feelings, emotions, and thoughts; therefore, to promote their self-regulation ability. (c) Dynamic type of mindfulness practice could increase the learning effects of attention and awareness and stimulate learning interests of the special caring students. (d) Through the course of the action research, the teacher was able to practice mindfulness awareness and to increase her ability in mindfulness practice teaching; as a result, the personal growth and professionalism were both enhanced Finally, according to the conclusion of this study, some concrete suggestions were made for teaching and future follow-up research.