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中文論文名稱 整合式呼吸靜心學習者之主觀經驗研究
英文論文名稱 A Study on the Subjective Experience of Integrated Breathing and Meditation Learner
校院名稱 淡江大學
系所名稱(中) 教育心理與諮商研究所碩士班
系所名稱(英) Graduate Institute of Educational Psychology and Counseling
學年度 109
學期 1
出版年 110
研究生中文姓名 黃韵媁
研究生英文姓名 Yun-Wei Huang
學號 606690104
學位類別 碩士
語文別 中文
口試日期 2021-01-14
論文頁數 102頁
口試委員 指導教授-楊明磊
委員-魯貴顯
委員-藍挹丰
中文關鍵字 線上互動教學  整合式呼吸靜心  紮根研究  調息  情緒壓力 
英文關鍵字 Online two-way interactive teaching  Integrated breathing meditation  Grounded research  Pranayama  Emotional stress 
學科別分類 學科別社會科學教育學
中文摘要 快樂資本如何能夠累積、如何能夠擁有?印度以呼吸法、靜心法來做為提升個人身心狀態與情緒調節的工具,已有幾千年。這些練習不論流派或技術方法為何,都強調需要面授且長期的學習。文獻中也以長期的練習為研究的主流,有種必需要長時間的練習,才會帶來效果的感覺,難以被現代人做為生活應用與執行。研究者靜坐有20年之久,將印度Ayurveda屬性Dosha以及能量中樞脈輪Chakra原理,整合了潔淨法Kriya及調息法Pranayama、引導式靜心、靜觀Vipassana 等技術開創了整合式呼吸靜心法。本研究以連續三天,每天2小時,共6小時的整合式呼吸靜心工作坊,透過網路做線上互動式教學授課,做為研究工具。研究對象為15位身心健康的學習者。利用網路問卷,取得學習者在工作坊介入前、介入後的問卷資料。再以質性研究中,強調由下往上走,以反映現象、建立理論的紮根理論,做為研究法,並對取得的對資料做三級編碼分析。短期、線上互動式教授呼吸靜心工作坊,成為本研究計劃的核心特色。結果顯示1. 身體感受:課後正向身體感受大幅增加3.6倍,課後的負向身體感受大幅下降88%。2. 壓力源感受:課後壓力減少50%,且對壓力源的認知知覺有不同。3. 情緒感受變化:課後正向情緒比課前提升了2倍,課後負向情緒感受比課前的少80%。4. 思緒變化:課後雜想念頭減少70%,處於念少的狀態增加為課前的8倍,課後正向念頭比課前多14%。課後負向念頭未出現描述,同時出現念空狀態。5. 信心自評:課後平均自信心分數有上升1.2 分,由課前的7.6 提升到課後8.8 分。6. 覺察力在課後,大量的出現比課前增加了6.7倍。7.廻避答題現象減少75%。另有三個自然浮現的主題,無法做前後對照,分別是8.個人發展主題、9.與帶領者一對一對話的需求、10. 工作坊整體感受與評價、11. 線上學習回饋。
英文摘要 How to accumulate happiness and how to own it? India uses breathing and meditation as tools for improving one's physical and mental state and regulating one's emotions for thousands of years. These exercises require face-to-face and long-term learning, regardless of genre or technique. The literature also takes long-term practice as the mainstream of research. There is a feeling that it is necessary to practice for a long time to bring about the effect, and it is difficult for modern people to apply and implement it in daily life. Researchers have been sitting for 20 years who integrating the Indian Ayurveda attribute Dosha and the principle of the energy center Chakra, integrating Kriya, Pranayama, guided meditation, Vipassana and other techniques to create an integrated breathing meditation method. The purpose of this study was to conduct 6 hours of integrated breathing meditation, which was 2 hours per day for 3 consecutive days, through online interactive teaching as the research tool. The subjects of this study were 15 healthy learners. The online questionnaire was used to obtain the questionnaire data of learners before and after the workshop intervention. In qualitative research, the grounded theory that reflects the phenomenon and establishes the theory is emphasized from the bottom to the top as the research method, and the obtained data are analyzed by three-level coding. Short-term, online, interactive breathing meditation workshops are a central feature of this research project. The results show that: 1.Body sensation: the positive body sensation after class increased by 3.6 times, and the negative body sensation after class decreased by 88%. 2.Stress source perception: the stress decreased by 50% after class, and the cognition of the stress were different. 3.Changes in emotional feelings: the positive emotions after class were 2 times higher than those before class, and the negative emotions after class were 80% less than those before class. 4.Thoughts change: miscellaneous thoughts decreased by 70% after class, the state of less thoughts increased by 8 times as much as before class, and positive thoughts increased by 14% after class. There was no description of negative thoughts after class, and at the same time there was empty thinking state. 5.Self-evaluation of confidence:after class, the average self-confidence score increased by 1.2 points, from 7.6 before class to 8.8 after class. 6.Awareness increased 6.7 times after class compared with before class. 7. Avoidance reduction by 75% here are three other themes that emerge naturally and cannot be compared. 8.Personal Development Topics. 9.The need to have one-on-one conversations with leaders. 10.Overall feeling and evaluation of the workshop. 11.Online learning feedback.
論文目次 目 次
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 11
第三節 研究問題 12
第四節 名詞解釋 13
第五節 預期貢獻 22
第二章 文獻探討 24
第一節 靜心與身心的關聯 24
第二節 呼吸與身心的關聯 25
第三節 文獻總結 28
第四節 整合的藝術 31
第三章 研究方法與程序 34
第一節 研究方法 34
第二節 研究工具 35
第三節 研究對象 46
第四節 研究的限制 50
第五節 研究設計 50
第六節 資料收集與分析方式 55
第四章 研究結果與討論 61
第一節 研究對象背景 61
第二節 研究結果 66
第五章 硏究結論與反思及建議 77
第一節 硏究結論 77
第二節 研究者的反思 91
第三節 研究的限制 94
第四節 未來建議 94
參考文獻 97

圖 次
圖3-3-1 研究對象篩選及資料收集流程圖 49
圖3-5 1 人體脈輪Chakra運行圖 51

表 次
表2- 2 1 呼吸類文獻 29
表2- 2 2 靜心類文獻 30
表3- 2 1 報名問卷題目 40
表3- 2 3 課後問卷題目 44
表3- 5 1 課程設計結構 52
表4- 4 1 母群基本背景分析表 62
表4- 1-3 學習背景 65
表 4-2-1 正向身體感受課前課後變化對照 66
表 4-2-2 課前課後負向身體部位 67
表 4-2-3 對壓力源感受的變化 67
表 4-2-4 情緒感受變化 69
表 4-2-5 思緒念頭變化 70
表 4-2-6 自評信心變化 71
表 4-2-7 覺察力變化 72
表 4-2-8 廻避答題的變化 73
表 4-2-10 與帶領者一對一對話的需求 75
表 4-2-11 工作坊整體感受與評價填答內容 75
表 4-2-12 線上學習回饋填答內容 76
表 5-1-1 案例前後對照 78
表5-4-1 T04 前後 思緒念頭對照 80
表 5-1-2 學習背景 81
表 5-1-3 覺察力變化 82
表 5-1-4 個人發展主題 85
表 5-1-5 與帶領者個別對話的需求 86
表 5-1-6 整體感受與評價 填答內容 88
表 5-1-7 線上學習回饋填答內容 89
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