溝通實踐課程促進幼保科五專學生的生命覺察之歷程轉化——思覺行盼教育學與可視化分析

Communication Practice Curriculum Promote the Transformation of Life Awareness in Vocational Junior College Students: Thinking, Feeling, Action, Wishing Pedagogy and Visualization Analysis

本研究以「思覺行盼」教育學為整體理論架構，並結合正向心理學設計「正向鼓勵溝通課程」，探討課程介入歷程中，幼保科五專學生於溝通實踐與生命覺察相關表述取向之變化情形。研究對象為48位五專四年級學生，課程介入為期六週，蒐集465筆形成性評量資料與48份總結性省思文件，並運用MATLAB進行文字探勘，透過文字雲、關鍵詞、群集與主題分析，建構學生溝通實踐歷程之可視化圖像。研究目的包括：一、分析溝通實踐關鍵詞彙之可視化樣貌；二、比較形成性與總結性評量詞彙使用之變化；三、依教育觀進行群集分析；與四、呈現溝通詞彙轉化歷程。

本研究發現有四：一、學生於反思文本中之溝通相關表述呈現明顯變化；二、溝通歷程由偏重技巧層面，逐步轉向自我感受與覺察的關注；三、「思覺行盼」教育觀關鍵詞彙依序為「思、行、覺、盼」，呈現不同關注順序；四、學生於反思表述中呈現由「行而未思」轉化為「思而後行」之溝通取向。根據研究發現提出相關建議供相關單位參考。

This study investigates the effectiveness of a communication practice curriculum in enhancing life awareness among vocational junior college students in early childhood education, grounded in the educational framework of thinking, feeling, action, and wishing. Forty-eight fourth-grade students participated in a six-week instructional intervention. A total of 465 formative assessment entries and 48 reflective documents were collected. Text mining techniques using MATLAB were applied to visualize students’ communication development through word clouds, keyword frequency analysis, clustering, and thematic mapping. The research aimed to: (1) visualize key communication terms; (2) compare keyword frequencies between formative and summative assessments; (3) conduct cluster analysis aligned with the thinking–feeling– action–wishing framework; and (4) analyze the transformation of communication vocabulary. Results revealed notable improvement in students’ communication abilities, a shift from technique-driven interaction to self-aware reflection, and a sequential emphasis on the keywords “thinking,” “action,” “feeling,” and “wishing.” The curriculum effectively supported a behavioral transition from impulsive communication to intentional, reflective engagement. Based on these findings, it is recommended that educational institutions integrate structured, emotionally grounded communication modules into professional development programs to foster deeper life awareness and interpersonal growth among early childhood educators.