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
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.
