融入團體輔導之童軍課程對提升學生挫折忍受力影響之行動研究－以桃園一所國中為例

本行動研究旨在探討「團體輔導融入童軍課程」對國中七年級學生在挫折忍受力之影響，並瞭解團體輔導融入童軍行動課程方案實施的情形。本研究以桃園巿純樸國中七年級A班與B班為研究對象，兩班共51人（男26人、女25人），實施為期八個單元17堂課之團體輔導融入童軍教學方案，以期提升學生挫折忍受力。本研究採取行動研究法，由行動者擔任教學者，兩班之輔導教師擔任協同研究者。在行動過程中，蒐集行動者課堂觀察錄音、學生學習單與回饋、行動者教學省思札記及協同研究者之觀察紀錄等資訊，以評鑑並修正行動方案。此外，教學方案實施前後，以國中生學業與人際挫折忍受力量表進行測量，以瞭解教學方案的可能影響。本研究結果如次：一、學生參與「團體輔導融入童軍課程」對其人際挫折忍受力有一定的提升效果。二、行動者在實作體驗課程中，融入支持性語言、正向引導的技巧，使學生有樂於嘗試、勇於突破困境的動機。三、行動者運用體驗活動之反思，使學生瞭解情緒並願意表達抒解其情緒感受。四、行動者採取尊重接納的態度並以同理鼓勵的回饋模式，使學生願意解決問題、願意堅持不放棄。五、行動者透過行動研究的帶領與學習，由對「事」工作、轉變到對「人」的重視。　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。關鍵詞：團體輔導、童軍課程、挫折忍受力

關鍵字

挫折忍受力；團體輔導；童軍

並列摘要

This action research was to design the influence of "Merging group counseling into the Scouting education Curriculum" for a Junior high school students regarding the frustration tolerance. Furthermore, better understand the actual situation while implementing “Merging group counseling into the Scouting education Curriculum Program”. In this research, there are a total of 51 students in Class A and Class B of the seventh grade from PURE Junior High School in Taoyuan studied as research subject, along with eight teaching units for 17 classes to act as a group counseling by integrating into scout teaching program in order to increase the frustration tolerance for the students. 　　The project was designed as the theory of the action research. The actor acts as a teacher. The counselor from both classes acts as a collaborative researcher who is in charge of collecting all the related information such as the teaching observation, recordings, worksheets and feedbacks, notes from actors in order for a collaborative researcher to evaluate and correct the action plan. In addition, it can measure the possible influence towards students’ learning skills through the interpersonal frustration tolerance scale compared to both before and after the implementation of the teaching plan. The results of this study are as follows： a. The students who participate in the "Group Counseling and Scouting Course" are able to achieve a certain effect on their tolerance of interpersonal frustration. b. The actor integrates both supportive language and positive guidance skills into the practical experience course, so that the students are willing to give a try and have the motive to break through difficulties. c. Actors use the reflection of experience activities to make the students understand the emotions and are willing to express and relieve their emotional feelings. d. The actor adopts a feedback model to encourage the students in a respectful and accepting manner, so that they are willing to solve problems and persist in things not to give up. Finally, according to the conclusions of this study, specific suggestions are made for education teaching and future follow-up research. Key words：Group Counseling, Scouting education, Frustration tolerance.