希望理論融入輔導活動課程以提升國中體育班學生希望感之行動研究

Abstract

本研究採取行動研究法，探討希望理論融入輔導活動課程提升國中體育班學生希望感之可能性。研究者以體育人物為楷模，希望理論之目標、方法及意志力三要素為課程設計內涵，透過楷模人物之內容情境及生涯選擇，使其貼近學生生活經驗，並在研究者的輔導活動課程中進行討論，以協助學生擬定目標、找尋方法及培養意志力為主要研究目的。本研究以九年級體育班學生為課程實施對象，進行兩階段循環的行動研究，共進行六堂希望理論課程。 為達研究目的，本研究主要蒐集的質性資料包括：教師教學觀察紀錄、教師教學省思紀錄、學生課程學習單、學生學習回饋單，以及學生訪談紀錄等文件，來檢視學生的改變情形及學生對於希望理論課程的態度。在量化方面以希望感量表進行前測、後測，資料分析結果歸納如下： 一、楷模學習有助於希望理論課程的進行。 二、希望理論課程實施有助於提升學生的希望感。 三、希望理論課程實施後，研究者的教學能力與教學希望感有所提升。 根據上述研究結果，研究者亦提出相關建議，以做為未來在希望理論融入輔導活動課程上的設計及教學參考。 This study adopted action research exploring the possibility of promoting athletic class students’ hope by integrating hope theory into guidance activity in a junior high school. Researcher used sports figures as models, and put three elements of hope theory— goals, methods and willpower for the curriculum design. The model people can be close to the student’s life experience through their life situation and career choices. Discussions were also taken place in guidance activity to reach the research goal that helping students form goals, find ways, and develop willpower. A ninth-grade athletic class students were the subjects of this study. The two-phase cycle action research was conducted and a total of six periods of hope theory courses were implemented. The action research data of this study were observation records, teacher’s reflection records, students’ worksheets, course feedbacks and student interview records. Analyzing these data can see the changes of students and their attitude toward hope theory. As for the quantification research, the researcher collected data using scores of “Hope scale.” The scores were measured by the pre-test and the pro-test. The main findings of this study were concluded as follows: 1.Modeling learning helped the conduction of course. 2.The implementation of hope theory in curriculum helped improve students’ sense of hope. 3.After the implementation, researcher’s teaching ability and sense of hope for teaching had been improved. Finally, based on the results, the researcher proposed some suggestions for teachers, educators, and further researches as references for implementing hope theory integrating into guidance activity.