書目療法融入國小體育班閱讀教學之行動研究

Abstract

本研究旨在探討書目療法融入國小體育班閱讀教學之實踐歷程，分析學生學習成效，以及教學者在行動歷程中的挑戰及解決方式。研究目的為：（一）瞭解國小體育班學生的壓力和情緖困擾；（二）分析實施書目療法融入閱讀課之後，學生獲得的情緒療癒效用；（三）探討書目療法融入國小體育班閱讀教學的實踐歷程。本研究採行動研究法，運用半結構式訪談法，訪談臺北市某公立小學19位體育班學生，針對訪談結果進行文本的選用，進一步採用CARE模式設計書目療法閱讀課程，並進行三個行動方案。研究資料包括課堂錄音、學習單、教學札記與訪談紀錄，以分析國小體育班學生在認同、淨化及領悟之成效，並輔以「特質運動心理堅韌性量表」（TMTIS）進行前後測，以探討運動心理韌性的相關成效。研究結果顯示：（一）國小體育班學生存在多面向的情緒困擾，其中以競賽成績、自我要求為主要壓力來源，而感到煩躁、生氣、鬱悶、擔心、心煩意亂及茫然；（二）以運動類療癒素材施行書目療法，對國小體育班學生能產生認同、淨化及領悟的成效；（三）以書目療法融入國小體育班閱讀課，能顯著提升具有高度壓力及情緒困擾的學生其積極奮鬥的運動心理韌性能力；（四）CARE模式教學兼顧閱讀理解的層次和書目療法的精神，但對於友善對話、臨場反應和時間掌控皆為挑戰；（五）教學歷程的口頭發表、文字書寫交替運用，兼顧整體與個別的差異，能協助不同特質的學生與素材互動；（六）以繪本做為國小體育班學生的情緒療癒素材教師需加以引導。根據研究結果，提出研究建議如下：（一）國小體育班學生存在多面向的壓力和情緒困擾，可採用書目療法融入閱讀教學，以培養心理韌性；（二）選用運動情境的療癒文本，可產生大量的共鳴感，經歷認同、淨化和領悟，以增強國小體育班內部的正向支持關係；（三）採取書目療法融入閱讀的CARE教學設計，提升國小體育班整體語文、情緒表達能力，並能穩定班級學習狀況；（四）國小體育班老師與圖書館合作，徵集運動情境療癒閱讀素材，有助於國小體育班推動書目療法閱讀課。

This study aims to explore the practical process of integrating bibliotherapy into the reading instruction of the athletic class in the elementary school, analyze students' learning outcomes, and examine the challenges and solutions faced by instructors during the process. The research objectives are: (1) to understand the stress and emotional distress of students of the athletic class in the elementary school; (2) to analyze the emotional healing effects students experience after implementing bibliotherapy into reading instruction; (3) to explore the practical process of integrating bibliotherapy into reading instruction of the athletic class in the elementary school. This study adopts an action research methodology, using semi-structured interviews to interview 19 students from an athletic class in a public elementary school in Taipei. Based on the interview results, texts were selected, and the CARE model was further used to design bibliotherapy reading courses, implementing three action plans. Research data include classroom recordings, learning worksheets, teaching notes, and interview records to analyze the effects of identification, catharsis andinsight among students of the athletic class in the elementary school. The study employed the"Trait Sports Mental Toughness Scale" (TMTIS) for pre- and post-tests to explore the related effects of sports mental toughness. Results indicate: (1) Elementary school students of the athletic class suffer from multi-faceted emotional distress, with competition performance and self-demand being the main sources of pressure, causing them to feel irritable, angry, depressed, worried, upset, and confused; (2) Implementing bibliotherapy with sports-themed healing materials is effective in fosteringidentification, catharsis and insight among students; (3) Integrating bibliotherapy into the reading instruction of the athletic class in the elementary school significantly enhances proactive mental toughness for sport among students experiencing high stress and emotional disturbances; (4) The CARE model instruction balances reading comprehension levels and bibliotherapy principles. However, it is a challenge in terms of friendly dialogue, real-time responses, and time management; (5) Alternating oral presentations and written texts in teaching processes overall and individual differences, facilitating interaction among students with diverse traits and materials; (6) Using picture books as emotional healing materials for students of the athletic class in the elementary school requires teacher guidance.Based on research findings, the following recommendations are proposed: (1)Elementary school students in the athletic class facing multifaceted stress and emotional disturbances can benefit from adopting bibliotherapy in reading instruction to cultivate psychological resilience; (2) Selecting healing texts in sports contexts can evoke significant resonance, fostering identification, catharsis, and insight among students of the athletic class in the elementary school and enhancing positive internal support relationships; (3) Adopting CARE instructional designs integrating bibliotherapy into reading enhances overall language and emotional expression capabilities of the athletic class in the elementary school, thereby stabilizing the classroom learning situations; (4) Collaboration between the athletic class instructors and elementary school libraries in collecting sports-themed healing materials can aid in promoting bibliotherapy reading courses.