| 摘要: | 研究者受自身教學與輔導經驗所啟發，欲探討國小高關懷學生在參加「兒童魔術教育團體」的正向經驗。研究者將魔術教育融入兒童教育團體，讓高關懷學生在參與中得到正向經驗與學會魔術技巧，建立出相關的實務方案。
研究對象是6位六年級的國小學生，因家庭功能或在學校適應上較困難，被導師與輔導老師評估為高關懷的學生。研究對象多數為單親家庭的兒童，和在人際適應上有困難的兒童。研究設計是以小團體的形式帶領，每週一、四利用其午休時間進行一週二次的團體，每次為45分鐘，一共12次的「兒童魔術教育團體」，並於團體結束後，針對其導師、家長與成員作個別訪談，時間為約各20分鐘。
研究方法採行動研究法，從自我實務經驗的反思出發，依相關文獻和實際帶領經驗擬定主題，設計與執行方案、行動反思，修正方案等行動歷程，再將收集到的資料進行分析、歸納與分類，從中探討本研究方案如何被建構，以及高關懷兒童參加魔術教育團體之正向經驗。
本研究結果在團體方案的建構上有六點，分別為：1.資料收集與事前準備、2.與研究場域保持聯繫與合作、3.使用評鑑過的表單、4.有彈性方案設計、5.魔術媒材難易度適中、6.過程多予以鼓勵和討論。而高關懷學生在參與魔術教育團體中，在尊重、自信心、人際互動與團隊合作上等面向產生許多正向經驗，對整個學習過程感到滿意。成員開始可以練習控制自我行為，學習尊重他人的發言或表演，並給予適當的鼓勵與肯定；另外，魔術的學習也讓他們增加了對學習的興趣，向他人展示魔術成果提升了其自信；而在團體進行中，他們將焦點由個人轉向團體互動，漸漸能多與他人討論，甚至彼此協助。透過成員們的自我回饋，以及家長、導師的事後回饋也可以發現，這次的團體經驗的確對這群高關懷兒童帶來正向的影響。
而研究者以本次對高關懷學生實施之魔術教育團體經驗，反思自我不足之處，及可再進行調整的地方，建構出適合他們參與之魔術教育團體方案，並將心得與建議提供給相關實務工作者做參考。
Researcher was inspired by his own teaching and counseling experiences, the study is aimed at exploring the positive experiences of the highly-concerned students in elementary school who attended a Kids’ Magic Education Group. Meanwhile, researcher has integrated magic education into kids’ education group. In order to build a relevant substantive initiative, the highly-concerned students who enter the Kids’ Magic Education Group would gain positive experience and learn magic skills.
Six of elementary school students in this study are in their sixth grade, all of them have difficulty in adapting to the family or at school. Hence they are considered the students of highly-concerned by mentors and guidance counselors. Most of the them in the study are single-parent families, and with difficulties in interpersonal adaptation. Research was designed and led by small groups, carrying out twice a week in Mondays and Thursdays at the lunch break. The counseling took 12 times and 45 minutes each for the Kids’ Magic Education Group. After the group counseling, there are individual interviews with members of their mentors and parents 20 minutes each.
The method of study adopts the method of action research, and starting from the reflection of self-practical experience. Also, it develops themes based on relevant literature and practical leadership experience. The study was made by design, execution and reflections on action. To explore how this study is constructed, and the positive experience for the highly-concerned students who enter the Kids’ Magic Education Group, researcher has analyzed, summarized and classified the collected data.
The study results indicate that construct this group project have six points: 1.Data collection and advance preparation, 2.Keep in touch and cooperation with research site, 3.Use evaluated form, 4. Elastic project design, 5.Moderate level of magic media, 6.More encouragement and discusstion.The highly-concerned students after attending the Magic Education Group were satisfied with the process of learning. It helped building self-confidence, respect, interpersonal interaction and teamwork skills. The participants are capable of trying to practice controlling self-behavior, learning how to respect other’s speech and performance. Also, they are able to give each other appropriate encouragement and support. Furthermore, magic learning makes them more interested in learning. They would raise their own confidence by doing magic. In the group counseling, the members focused on group interaction switched the attention away from individuals. Gradually, they were willing to communicate with each other. Furthermore, they would even help each other. After receiving the feedbacks from members, parents and mentors, it brought them positive influences.
Researcher has reflected on self-deficiency with the experience of Magic Education Group counseling for highly-concerned students. And it is accordingly altered in order to propose an appropriate initiative for the Magic Education Group. Also, recommendations and suggestions are provided to relevant substantive participations for reference. |
