幸福感教學2.0融入正向園藝療育課程，對學生心盛與幸福感之影響

Effectiveness of the Integration of the Teaching for Well-Being Model 2.0 into Positive Horticultural Therapy and Education Curriculum for Students' Flourishing and Well-being

本研究旨在修正幸福感教學2.0模式，融入正向園藝療育課程，對學生心盛與幸福感的影響。幸福感教學2.0模式，以「運用心盛引入概念」、「心盛體驗與行動」至「心盛評估與反思」融入課程。幸福感教學2.0模式與幸福感教學1.0模式不同在以心盛理論或新幸福理論作為核心要素。研究上以「正向園藝療育課程」50位學生為對象，採用「心盛量表」與「幸福感量表」進行量化成效評估；同時，以撰寫學習回饋單，並針對回饋單內容進行質性資料分析。研究發現：幸福感教學2.0模式適用於正向園藝療育課程，學生在「心盛」、「正向情緒」、「自主」及「幸福感」上有顯著提升；其次，以「運用心盛引入概念」、「心盛體驗與行動」至「心盛評估與反思」幸福感教學2.0模式，導入園藝療育活動實作，並請學生課堂實作後，實際招募團體帶領的過程，能將所學具體實踐於未來在園藝輔療訓練。最後，本研究針對上述研究結果進行討論，作為大學校院教師在教學與後續相關研究的參考。

This study developed the teaching for well-being 2.0 model for positive horticultural therapy and education curriculum for students' flourishing and well-being. The teaching for well-being 2.0 model differs from the teaching for well-being 1.0 model in the core elements of the theory of flourishing or new well-being theory. This study included 50 university students from Northern Taiwan and required them to complete a learning feedback form. The content of the feedback form was subjected to qualitative data analysis. The results revealed that after the intervention, the posttest scores of the participants were significantly higher than their pretest scores in variables such as ''flourishing,'' ''meaning,'' ''autonomy,'' and ''well-being.'' Horticultural therapy activities were introduced through the modes of ''use flourishing to introduce concepts,'' ''flourishing experiences and actions,'' and ''flourishing assessment and reflection'' to improve well-being. The students could implement their learning in future horticultural therapy training. On the basis of the aforementioned results, directions for higher education and future research were suggested.