薩提爾模式應用於《西遊記》教學促進正向心理之探究

Effects of Enhancing Positive Psychological Traits through Teaching with“Journey to the West”- the Use of Satir Model in Language Education

本研究探究如何將薩提爾模式融入《西遊記》語文教學，以提升學生正向心理。本研究選取163名五年級小學生作為研究樣本。六節課中，將薩提爾模式導入《西遊記》教學，如薩提爾信念、自尊錦囊、天氣報告、冰山隱喻、冥想等，引導學生發掘孫悟空及自身的性格強項，並提升正向心理。本研究蒐集前後量表測試結果、訪談師生逐字稿，並進行量化及質性分析，以描繪學生正向心理的改變樣態。研究結果發現，導入薩提爾模式後：
一、有助提升學生正向心理；
二、強化和實現學生內在靜態和動態的體驗；
三、促進改變發生；
四、強化學生對自我認識和肯定；
五、發展與人的和諧溝通模式。
本研究結果可作為小學語文教學導入薩提爾模式，以提升學生正向心理之教學參考。

This study is an investigation of how the Satir Model could be integrated into a teaching of language with“Journey to the West”, with the purpose being to enhance students’positive psychological traits. The application of this teaching mode in moral education through language subjects is also examined. The research subjects include 163 primary five students. In six lessons,“Journey to the West”is taught with the theories and tools proposed by the Satir Model, which comprises the Satir’s convictions, self-esteem maintaining kit, iceberg metaphor, meditation, etc. Students are guided to discover the virtues and personality strengths of the Money King, thereby enhancing their positive psychological traits. The results of two tests and transcriptions of interviews with teachers and students were collected for qualitative and quantitative analyses, in order to depict the transformations of students’positive psychological traits at different stages of the learning process. The results indicate that the integration of the Satir Model is able to: 1) enhance students’positive psychological traits; 2) improve and realise students’inner experiences passively and actively; 3) facilitate the occurrence of transformation; 4) strengthen students’self-knowledge and -assurance; 5) develop students to communicate peacefully. This study could be regarded as future reference for an integration of the Satir Model into teaching, for the purpose of enhancing students’positive psychological traits.