身心動作教育對高中舞蹈班學生身心覺察與心流經驗之研究

本研究目的主要在於根據身心動作教育理論，設計發展適用於高中舞蹈班之身心動作教育課程，並探討課程介入，對高中舞蹈班學生身心覺察與心流經驗的影響。本研究參與者為高中舞蹈班三年級學生，男生5人；女生20人，年齡介於17-18歲之間，合計25人。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12週，每週進行2次，每次進行100分鐘。課程進行以質性研究取向藉由教學者省思、觀察員建議及學生回饋來修正課程內容。資料蒐集包括：研究參與者回饋單、觀察者紀錄、研究者教學省思等相關資料以及研究參與者課程進行前、後測在心流經驗量表之分數，以分析課程實施之成效。本研究主要發現如下：一、依據身心動作教育理論能編排設計出適合高中舞蹈班學生之課程規劃與教學內容二、身心動作教育課程介入教學，能有效提升高中舞蹈班學生之心流經驗與身心覺察成效。三、設計規劃並發展實踐身心動作教育課程之歷程，能有效促進研究者專業成長與教學成效。結論：運用身心動作教育課程能有效增進高中舞蹈班學生身心覺察及心流經驗。本研究依結論，並分別就身心動作教育課程編排、高中舞蹈班教學方式，以及學生學習方面提出研究建議，以供未來身心動作教育、身心覺察與心流經驗研究領域之參考。關鍵字：身心動作教育、身心覺察、高中舞蹈班學生、心流經驗

關鍵字

身心動作教育；身心覺察；高中舞蹈班學生；心流經驗

並列摘要

The purpose of this study was to design courses using theories related to Somatic Movement Education (SME) and explore the effects that SME Courses on soma awareness and flow experiences of senior high dance-class students. The participants of this study were 12th grade dance students. There were 25 students in total, 5 male students and 20 female students, aged 17-18. There were four major aspects included in the SME course, which are: self-knowledge and self-awareness, meditation and relaxation, creativity and physical flow and emotional flow. Students attended 12 weeks of SME. Each class was an hour and 40 minutes in duration, and the students had to attend class twice per week. This course adopted the methodology of qualitative research. The reflections of the teachers, the suggestions of the observers and feedback from the students were used to modify the course content. The data were collected form students’ after-class feedback forms, observers’ records, researchers’ teaching reflection and other related materials. The pre-tests and post-tests of participants were used as the basis for assessing the effects of the SME courses. The results of this study are as follows: A. SME provided on the basis of Somatic Movement Concepts helps a lot in the curriculum plan and teaching content for senior high dance-class students. B. The implementation of SME Courses has positively results when used to promote flow experiences and soma awareness during these dance classes. C. The process of designing and developing SME Courses can promote researcher’s professional growth and teaching effectiveness. Conclusions: Somatic Movement Education (SME) Courses can be applied to improve the soma awareness and flow experiences of senior high dance-class students and have extremely positive effects. This study provides research suggestions on the arrangement of Somatic Movement Education (SME) Courses, the teaching methods of high school dance classes, and the learning aspect of students and also act as references within in the research field of SME, self-awareness, and flow experiences for the future. Keywords: Somatic Movement Education、Soma Awareness、Dance Classes for Talented Senior Students、Flow Experiences.