https://ir.dila.edu.tw//handle/123456789/1024| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 楊蓓 | en_US |
| dc.contributor.author | 楊久瑩 | en_US |
| dc.date.accessioned | 2021-04-13T01:29:25Z | - |
| dc.date.available | 2021-04-13T01:29:25Z | - |
| dc.date.issued | 2021-01 | - |
| dc.identifier.uri | https://ir.dila.edu.tw//handle/123456789/1024 | - |
| dc.description.abstract | 本研究旨在探討運用聖嚴法師日常四念處觀融入教育戲劇課程之協同合作方案，對於一般大眾參與戲劇覺察課程後，其自我身心變化與影響。 本研究研究參與者以立意取樣方式選取，研究方法採用質性研究法之課程方案設計、深度訪談法、參與觀察法進行研究資料蒐集。研究參與者的招募條件是：ㄧ、對自我認識與覺察有興趣之普羅大眾；二、能配合參與戲劇覺察課程及深度訪談者。 本研究之研究目的有兩項，希望藉由研究探討： ㄧ、聖嚴法師日常四念處觀結合教育戲劇課程協同合作應用之可能性。 二、探究聖嚴法師日常四念處觀結合教育戲劇課程之研究參與者自我身心覺察變化與影響。 根據研究目的，本研究之研究參與者在參與課程後，其覺察能力變得較細膩，在面對個人生命課題亦有不同層次的體會與領悟，整體而言對研究參與者之身心變化影響是正向有助益的，其研究發現如下所列： （一）身體覺知層面的擴展 （二）運用覺察方法觀照情緒感受的自然變化 （三）覺察能發揮自我轉變的力量 （四）覺察能幫助跳脫二元框架 （五）團體互動的功能—從他人反觀自己 本研究亦提出聖嚴法師日常四念處觀與教育戲劇課程協同合作之可能性研究結論與建議。 | en_US |
| dc.description.abstract | The main thesis of this research focuses on proposals incorporating the four foundations of mindfulness practice taught by Master Sheng Yen into the drama curriculum. After attending drama courses focusing on awareness, how the general public was impacted and changed mentally and physically. The subjects were selected by intentional sampling and the qualitative research studied the curriculum designs along with in-depth interviews and participatory observation. The criteria for attending the research are 1. The general public who are interested in knowing themselves and self-awareness. 2. Those who can attend the courses and are available for interviews. This research aims to study: 1. The possibility of incorporating the four foundations of mindfulness practice taught by Master Sheng Yen into drama education. 2. How the drama courses designed with the four foundations of mindfulness practice taught by Master Sheng Yen affected the mental and physical states of the participants in self-awareness. According to the research purposes, the participants find out that after taking the course, they were more aware of the nuances of their own mental and physical sensations. In addition, they perceived different levels of lessons and realizations when they faced their own difficulties in life. Overall, they find the impacts of this course beneficial to them mentally and physically as follows. 1. They expand in their physical perceptions. 2. They can allow their emotions to take their natural courses and observe those emotions. 3. They are aware of their own power to transform themselves. 4. They are aware that they can think beyond duality. 5. As they are able to learn from others and reflect on themselves, teamwork interaction is improved. This paper also drew the conclusion and made some suggestions regarding the possibilities of incorporating the four foundations of mindfulness practice taught by Master Sheng Yen into drama education. | en_US |
| dc.description.tableofcontents | 第一章 緒論..........................................................................................................01 第一節、研究緣起......................................................................................01 ㄧ、聖嚴法師的身教..............................................................................01 二、親友的生死啟示..............................................................................02 第二節、研究動機.....................................................................................03 ㄧ、聖嚴法師禪法對個人之影響.......................................................03 二、聖嚴法師日常四念處觀跨領域協同合作................................05 第三節、研究目的與問題.......................................................................05 第四節、名詞解釋.................................................................................... 06 ㄧ、聖嚴法師日常四念處觀................................................................06 二、自我覺察...........................................................................................06 三、教育戲劇...........................................................................................07 第二章 文獻探討.................................................................................................09 第一節、聖嚴法師日常四念處觀之探析............................................09 一、佛法核心思想..................................................................................09 二、四念處經典溯源..............................................................................13 三、聖嚴法師日常四念處觀................................................................37 第二節、教育戲劇.....................................................................................41 ㄧ、教育戲劇之發展.............................................................................41 二、教育戲劇的定義與特色................................................................44 三、教育戲劇課程之運用....................................................................47 第三節、日常四念處觀自我覺察教育戲劇課程方案設計...........55 ㄧ、日常四念處觀自我覺察教育戲劇課程設計概念...................55 二、日常四念處觀自我覺察教育戲劇課程方案設計...................56 第三章 研究方法與設計...................................................................................83 第一節、研究方法.....................................................................................83 一、課程方案設計...................................................................................83 二、深度訪談法.......................................................................................84 三、參與觀察法.......................................................................................84 第二節、研究參與者................................................................................85 ㄧ、協同研究者.......................................................................................86 二、研究參與者.......................................................................................87 第三節、研究工具.....................................................................................88 一、日常四念處觀自我覺察教育戲劇課程方案設計...................88 二、研究者...............................................................................................89 三、教育戲劇課程資料分析................................................................90 四、訪談大綱...........................................................................................91 五、錄音設備...........................................................................................92 第四節、研究歷程.....................................................................................93 ㄧ、蒐集研究相關資料與文獻探討..................................................93 二、教育戲劇課程規劃設計階段.......................................................93 三、聖嚴法師日常四念處觀自我覺察教育戲劇課程實施期.....93 四、聖嚴法師日常四念處觀自我覺察教育戲劇課程結束期.....94 第五節、資料蒐集與分析.......................................................................94 ㄧ、研究資料蒐集..................................................................................94 二、資料分析...........................................................................................95 第六節、研究品質檢核...........................................................................97 ㄧ、真實度、合理度、批判度...........................................................97 二、研究資料檢核函.............................................................................98 第七節、研究倫理規範.........................................................................104 ㄧ、徵求研究參與者的知情同意.....................................................104 二、尊重研究參與者隱私權與匿名保密原則..............................104 第四章 研究分析結果與討論.......................................................................105 第ㄧ節、研究參與者身心變化覺察與影響故事文本...................105 ㄧ、研究參與者B.................................................................................105 二、研究參與者P.................................................................................120 三、研究參與者R................................................................................133 第二節、研究參與者之身心變化覺察與影響分析結果..............149 ㄧ、身體覺知層面的擴展..................................................................149 二、運用覺察方法觀照情緒感受的自然變化..............................151 三、覺察能發揮自我轉變的力量.....................................................153 四、覺察能幫助跳脫二元框架.........................................................160 五、團體互動的功能—從他人反觀自己.......................................160 六、研究分析結果................................................................................161 第三節、研究討論...................................................................................162 ㄧ、自我覺察觀照的力量..................................................................162 二、團體互動的功能...........................................................................169 第五章 研究結論與建議................................................................................171 第一節、研究結論...................................................................................171 ㄧ、聖嚴法師日常四念處觀與教育戲劇課程之協同合作可能性...........171 二、日常四念處觀自我覺察教育戲劇課程實施注意考量面向...............172 三、日常四念處觀自我覺察教育戲劇課程之身心覺察與影響...............173 第二節、研究建議...................................................................................175 ㄧ、日常四念處觀自我覺察教育戲劇課程可配合禪修作為前導課程..175 二、日常四念處觀自我覺察教育戲劇課程適合普羅大眾日常運用.....175 第三節、研究限制...................................................................................176 ㄧ、研究內容限制................................................................................176 二、日常四念處觀自我覺察教育戲劇課程方案限制................176 三、研究參與者身心變化影響之限制...........................................177 四、研究可推論性限制......................................................................177 參考文獻..............................................................................................................179 ㄧ、中文資料.........................................................................................179 二、網路資料.........................................................................................184 三、外文資料.........................................................................................184 附錄.......................................................................................................................185 | en_US |
| dc.description.tableofcontents | 表目錄 表2-1 「建立情境」活動策略習式........................................................50-51 表2-2 「敘事性活動」策略習式.............................................................51-52 表2-3 「詩化活動」活動策略習式........................................................52-53 表2-4 「反思活動」活動策略習式........................................................53-55 表2-5日常四念處觀自我覺察教育戲劇課程方案設計..........................57 表3-1 研究參與者資料表................................................................................88 表3-2 逐字稿編碼原則.....................................................................................95 表3-3 逐字稿標註分類說明......................................................................96-97 表3-4 研究參與者檢核函回饋內容......................................................98-103 | en_US |
| dc.description.tableofcontents | 圖目錄 圖1-1 四念處觀自我覺察概念圖..................................................................41 圖2-1 情緒變化三角圖....................................................................................67 圖4-1 B不喜歡的角色—主管、女兒........................................................107 圖4-2 B喜歡的角色—朋友..........................................................................113 圖4-3 P不喜歡的角色—妻子......................................................................128 圖4-4 R不喜歡的角色—女兒、姊姊........................................................135 | en_US |
| dc.language.iso | zh | en_US |
| dc.subject | 聖嚴法師 | en_US |
| dc.subject | 四念處 | en_US |
| dc.subject | 教育戲劇 | en_US |
| dc.subject | 自我覺察 | en_US |
| dc.subject | master sheng yen | en_US |
| dc.subject | the four foundations of mindfulness | en_US |
| dc.subject | drama education | en_US |
| dc.subject | self-awareness | en_US |
| dc.title | 聖嚴法師日常四念處觀融入教育戲劇課程之自我覺察研究 | en_US |
| dc.title | The Research on Self-Awareness of Integrating “Master Sheng Yen’s Four Foundations of Mindfulness (Si Nian Chu)” into Drama in Education Course | en_US |
| dc.type | thesis | en_US |
| item.fulltext | no fulltext | - |
| item.grantfulltext | none | - |
| item.languageiso639-1 | other | - |
| 顯示於： | 生命教育碩士學位學程 | |
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