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禪的訓練課程對促進輕度自閉症高職學生自我覺察能力之行動研究=The Action Research of Zen Training Course on Promoting Self-Awareness Abilities of the Students with Mild Autism Spectrum Disorder in Vocational High School
Author 劉馨予 (撰)=Liu, Hsin-yu (compose)
Date2017
Pages188
Publisher國立臺東大學
Publisher Url https://www.nttu.edu.tw/
Location臺東市, 臺灣 [Taitung shih, Taiwan]
Content type博碩士論文=Thesis and Dissertation
Language中文=Chinese
Degreemaster
Institution國立臺東大學
Department進修部暑期諮商心理碩士專班
Advisor王明雯
Publication year106
Keyword禪的訓練課程=Zen training course; 輕度自閉症高職學生=the students with mild Autism Spectrum Disorder in vocational high school; 自我覺察能力=self-awareness abilities
Abstract本研究旨在探討禪的訓練課程對促進輕度自閉症高職學生於活動應用至日常生活情境自我覺察的學習歷程。係依祖師禪觀中「明心」為核心理念,以教導學生能夠清楚覺察身心經驗為目標,嘗試發展適合輕度自閉症學生之禪的系列活動。本研究採行動研究方法,研究對象為研究者目前服務高職學校的五名學生,每週進行一次50分鐘、共計十次禪的訓練課程,研究工具方面,以自編學生檢核表、教師紀錄表與回饋問卷、教師觀察與親師訪談內容等,蒐集多元資料結果後進行處理與分析。歸納結論如下:
一、每位學生用不同的速度提升其上課參與度,而專注度較佳且維持良好表現者,則能影響覺察心理狀態或同時影響覺察身心狀態與專注度面向。
二、多數學生在課堂中覺察度提升後能應用至生活調整,主要是可「去自我中心」及覺知「社會互動」情形並有正向改善。
三、禪的訓練課程適用的教育介入原則:
(一)融入結構化教學法,營造舒適、寧靜、安全、接納和正向的課堂環境。
(二)茶禪、靜坐和行禪活動內容適用研究對象,流程以動-靜-動為主,但仍需視學生需求兼顧多元化和趣味性。
(三)以十次課程為例,三階段的安排合宜,各項活動階段性引導有別,但階段層次安排以先快後慢、由少至多為原則,引導題材須以學生為中心。
(四)設計具明確範例與步驟學習單,仍應依學生差異給予個別化調整和提供多元方式評量的彈性。
研究者依據上述結果,於教學應用及研究方向提出建議,以供日後相關特殊教育或心理諮商領域的工作者參考。

The research aims to discuss the learning process of Zen training course on promoting the students with mild Autism Spectrum Disorder (ASD) in vocational high school. The students are expected to apply self-awareness approach to daily life after the course. Based on the founder’s Zen “understanding the mind” as the central idea, the goal is to teach students to aware their body and mind clearly and the research tries to develop a series of Zen activities suitable for students with mild ASD. The research adopts action research method. The subjects for the research are five students in vocational high school where the researcher serves in. The duration of Zen training course is 50 minutes once every week and the number of the course in total is 10 times in total. The tools for the research, are self-made checklist, teacher’s data sheet and questionnaire of response, the observation of the teacher, and the content of the interview between the parents and the teacher. The results of the multi-materials are being processed and analyzed. The conclusions are presented as the following:
The first one: Every student is at different speed to increase the participation in the class, and the one who concentrates well and maintains good performance can affect the awareness of mental situation or affect the awareness of body , mind and concentration at the same time.
The second one: Most students can be aware and adjust daily life after their awareness is promoted in class. Mainly they can “get rid of egocentrism” and be aware of “social interaction” and promote positively.
The last one: The principles of applying the training course for meditation to education:
I. The course should be combined with structured teaching and cultivate comfortable, quiet, safe, acceptable and positive surroundings for class.
II. Tea Zen, sitting quietly and walking meditation are suitable for the subjects. The process mainly is moving-quietness-moving, but it can be modified for diversity and fun according to the needs of the students.
III. Take the 10 times-course for example, the arrangement of the three periods is appropriate and the guidance for the every activity periodically is different, however, the arrangement for the period is fit for the principles: From quickness to slowness. From less to more. The topics for guidance should be student-centered.
IV: The design has clear example and step-by-step learning sheet but it should be adjusted individually according to the difference of the students and offers the flexibility of multi-evaluations.
The researcher also give suggestions for applying to the teaching and the direction for the research according to the above results, in order to provide the reference for the workers of special education or counseling psychology.
Table of contents摘要 i
Abstract ii
表次 vi
圖次 viii
第一章 緒論
第一節 研究背景與動機 1
第二節 研究目的與問題 4
第三節 名詞釋義 5
第四節 研究範圍與限制 7
第二章 文獻探討
第一節 禪的思維與訓練 9
第二節 輕度自閉症學生的特性與訓練 14
第三節 禪的技術應用於學生之相關研究 20
第三章 研究方法
第一節 禪的訓練課程建構與課程特色 25
第二節 研究方法的選擇與研究架構 28
第三節 研究程序 30
第四節 研究參與者 32
第五節 研究工具 35
第六節 資料處理與分析 36
第四章 研究結果
第一節 禪的訓練課程對促進輕度自閉症學生自我覺察之行動歷程 39
第二節 輕度自閉症學生從課堂到日常生活情境自我覺察之學習歷程 102
第三節 統合省思禪的訓練課程之行動歷程 145
第五章 結論與建議
第一節 結論 153
第二節 建議 156
參考文獻
壹、中文部分 159
貳、西文部分 162
附錄
附錄一 參與研究同意書 165
附錄二 家長同意書 166
附錄三 課程大綱 167
附錄四 導師、家長訪談表 173
附錄五 自我覺察檢核表 177
附錄六 課程觀察紀錄表 178
附錄七 課程內容紀錄暨檢討表 181
附錄八 家庭作業 182
附錄九 課程經驗回饋問卷 186
附錄十 〈八風吹不動〉故事內容 188
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Created date2022.10.14
Modified date2023.01.16



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