正念練習融入國小資源班閱讀與學習輔導之行動研究

本研究旨在針對國小資源班學生實施正念方案練習，藉由正念練習的實施歷程，探討資源班學生因正念練習方案實施後所產生專注力、正向情緒等多方面效益，對於學生在課後輔導班寫作業、閱讀及學業學習相關經驗之影響。本研究採取行動研究，研究參與者為九位資源班學童，五位三年級、一位四年級、兩位五年級。每周進行三次，每次四十分鐘，為期十二週的正念實施方案。本研究採質性研究法，研究者透過活動課程學習單、訪談國語、數學老師、兩位觀察員及研究者的省思札記等方式蒐集資料，將所得資料經分析探討得到以下發現和結果：一、學童能在靜心練習過程中，透過莊嚴的頌缽音樂，享受內在寧靜，而內心的寧靜促使學童專注力因此提升。頌缽音樂是嘗試多種音樂後，最能達成目標的音樂形式。二、透過慢食、慢行的練習，安撫浮躁的內心，因而逐漸培育出耐心和覺察力，透過專注力、覺察力的提升和耐心的培育，改善了學童閱讀與其他課業學習相關經驗。三、善用正向感恩祝福的引導語，引導學生的正向情緒，並在練習中帶入不評斷的自我接納，減少負面情緒。學童學習能夠以更正向、積極、有自信的態度，幫助因自信心缺乏、害羞或焦慮等負面情緒所造成在課業上或閱讀上或其他學習上所遭遇的困境。四、藉由正念練習中達到開啟新視野、學習新經驗，增加學習動機。這些多樣的經驗幫助學生產生快樂、復原力等增強心理正向情緒經驗，這些態度都會讓學童自我感到充滿自信進而勇於嘗試新的事物。最後根據研究的結果提出相關建議，做為未來學校輔導實務工作及研究之參考。

關鍵字

正向情緒；專注力；資源班學生；閱讀相關經驗

並列摘要

This study aimed to implement mindfulness program practices for students in resource classes of primary schools. Through the implementation of mindfulness, the researcher explored the impact of the resource class students' experiences in writing homework, reading, and academic learning. This action study involved nine resource class students, five third graders, one fourth grader, and two fifth graders. It was a twelve-week program, three times a week, 40 minutes each time., The researchers collected information through the activity course study list, interviewing two teachers, two observers, along with the researcher's own reflection notes. Through this research and analysis, the findings and results were: 1. The students could promote concentration by enjoying the inner peace through the solemn music of the bowl. The solemn bowl music was chosen after several tries on other music forms. 2. The impetuous heart was soothed through the practice of slow-eating and slow-walking, which improved students’ patience and awareness. With better concentration, awareness, and patience, the students’ reading and other coursework’s’ learning were improved considerably. 3. The usage of gratitude and blessing guiding languages helped students' building up positive emotions; meanwhile, guiding mindful practice with non-judgmental self-acceptance words and attitudes could reduce negative emotions on the students. Positive, and confident manner could help with difficulties in schoolwork, reading, or other learning caused by negative emotions such as lacking self-confidence, shyness, and anxiety. 4. The diversified mindful learning experiences helped students in creating positive emotional experiences, such as happiness and resilience. The positive attitude helped children develop more confident in themselves, thus encouraging them to try new things. Finally, relevant suggestions according to the results of this research were put forward as a reference for the practical work and research on future school counseling.