摘要 

本研究以表達性藝術為媒介，設計一套適合國小學生的生命教育課程，旨在透過表達性藝術引導學生建立生死知能。研究對象為國小五年級13位學生，課程為期八週，共計16節課。研究者透過學生的學習單、藝術作品、課堂教學影片和半結構式訪談等多元資料進行質性分析，呈現學生在表達性藝術創作中探索和理解生命的不同面向。結果顯示，學生能理解生命的積極意義，認識到韌性對成長的重要性，並減少對死亡的恐懼。自由創作與公開討論有助於澄清個人生死觀，選擇媒材和詮釋文化意涵亦促進情感表達。課程促使學生在認知和情感上獲得成長，並形成更健康的生命觀。本研究證實表達性藝術在生命教育中的價值，不僅提升學習成效，亦為未來課程設計提供實踐參考。

關鍵詞：生死教育；生命教育；表達性藝術；生命教育課程

Abstract

This study designed a life education curriculum for elementary school students using expressive arts as a medium. It aimed to guide students in building knowledge of life and death through expressive arts. The research involved 13 fifth-grade students, with the curriculum lasting for eight weeks and comprising 16 lessons. The researcher conducted a qualitative analysis using various data sources, including student worksheets, art projects, classroom teaching videos, and semi-structured interviews. The findings showed that students were able to understand the positive meaning of life, recognize the importance of resilience for growth, and reduce their fear of death. Free creation and public discussion helped clarify students’ views on life and death, and the choice of materials and interpretation of cultural meanings also facilitated emotional expression. The curriculum promoted cognitive and emotional growth, leading to the formation of a healthier view of life. This study confirmed the value of expressive arts in life education, not only enhancing learning outcomes but also providing practical references for future curriculum design.

Keywords: life and death education; life education; expressive arts; life education curriculum

摘要 

本研究旨在發展一套具文化適切性的青少年勇氣量表，並以阿德勒個體心理學為理論基礎，探討勇氣在台灣青少年中的表現及其背景變項差異。依據阿德勒提出的「工作」、「愛／親密」、「社會／友誼」三大生命任務，並融合Mosak & Dreikurs（1967）補充的「自我接納」和「宇宙和諧」，建構出涵蓋五大面向的勇氣架構，再以社會情懷為核心進行題項設計。研究歷經預試和正式施測，量表最終包含26題。結果顯示，整體內部一致性信度為.945，分量表組合信度介於.842至.916，再測信度為.849，驗證性因素分析和效標關聯效度皆證實量表具建構和區別效度。青少年在「親密／關懷」分層面得分最高，「工作」分層面最低。性別、年級、家庭經濟、父母婚姻、教養方式、學業和行為表現等背景變項均呈顯著差異。研究結果可應用於心理健康促進、品格教育和輔導教學，對學校永續發展具實務價值。 

關鍵詞：社會情懷；青少年；個體心理學；勇氣

Abstract

This study aimed to develop a culturally appropriate Courage Scale for Adolescents, grounded in Adlerian Individual Psychology, to examine the manifestation of courage among Taiwanese adolescents and to investigate differences across various background variables. Based on Adler’s three life tasks — work, love/intimacy, and friendship/social, supplemented by Mosak and Dreikurs’s (1967) additions of self-acceptance and harmony with the cosmos, the scale encompasses five dimensions of courage, with Gemeinschaftsgefühl as its core construct. Following pilot testing and formal administration, the finalized scale includes 26 items. Results demonstrated strong internal consistency (α = .945), with subscale reliabilities ranging from .842 to .916 and test-retest reliability at .849. Confirmatory factor analysis and criterion-related validity tests supported the scale’s construct and discriminant validity. Among the five dimensions, adolescents scored highest in the intimacy/care domain and lowest in the work domain. Significant differences were observed across gender, grade level, family economic status, parental marital status, parenting style, academic performance, and school behavior. The findings offer valuable implications for mental health promotion, character education, and counseling practice, contributing to the sustainable development of schools.

Keywords: Gemeinschaftsgefühl; adolescents; individual psychology; courage

摘要

本研究的目的在探討自豪學業情緒與情境興趣的交互關係。本研究採用縱貫研究設計，以375名八年級學生為研究樣本，進行兩個時間點的資料蒐集，並運用結構方程模式進行分析。結果顯示，本研究所建構的自豪學業情緒與情境興趣交互效果模式獲得觀察資料支持。具體而言，國中生的自豪學業情緒可正向預測其後的情境興趣，而情境興趣亦可正向預測其後的自豪學業情緒。根據研究結果，本研究提出相關建議供國中教育實務和未來相關研究參考。

關鍵詞：自豪；情境興趣；交互效果；縱貫研究

Abstract

This study examined the reciprocal relations between pride and situational interest. Adopting a longitudinal design, data were collected from 375 eighth-grade students at two time points. Structural equation modeling (SEM) was employed to test the proposed model. The findings provided empirical support for the hypothesized reciprocal relations between pride and situational interest. Specifically, pride positively predicted subsequent situational interest, and situational interest, in turn, positively predicted subsequent pride. These findings offer important implications for educational practice in junior high school contexts and directions for future research.

Keywords: pride; situational interest; reciprocal relationship; longitudinal study

摘要

本研究旨在探討以節奏律動作發展遲緩兒童的教學介入對提升發展遲緩兒童粗大動作發展的成效，包含立即效果和維持效果。研究方法採單一受試研究法的跨受試者多試探設計，分為基線期、介入期和維持期三個階段。研究參與者為3位就讀於學前集中式特教班的發展遲緩兒童，自變項是節奏律動教學，節奏律動課程為自編設計，結合兒童興趣和研究目標編舞，最終規劃一系列共4首節奏律動舞蹈，實施八堂課的節奏律動課程；依變項為粗大動作發展表現，使用學前兒童粗大動作品質量表（Preschooler Gross Motor Quality Scale, PGMQS）為評量工具，內容包含移位能力、物品傳接能力和平衡能力三項粗大動作相關能力表現。本研究利用目視分析、圖示法和效果量進行資料的分析整理。研究結果如下：（1）節奏律動教學對發展遲緩兒童粗大動作發展具立即成效；（2）節奏律動教學對發展遲緩兒童粗大動作發展具維持成效。最後，本研究依據研究結果給予未來研究和融合環境教學的適當建議和參考。

關鍵詞：節奏律動；發展遲緩兒童；粗大動作發展；學前兒童粗大動作品質量表

Abstract

This study aimed to explore whether the use of rhythmic movement as a teaching intervention for children with developmental delay can improve their gross motor development, and to evaluate its immediate effect and sustaining effect of gross motor development. The research adopted a cross-subject multi-trial design of a single trial study method, which was divided into three stages: baseline period, intervention period, and sustaining period. The participants were three children with developmental delay who were enrolled in a preschool’s intensive special education class. The independent variable was the teaching of children’s rhythmic movement. The children’s rhythm course was adapted and designed by the researcher, with consideration of the children’s interests and research goals. Finally, a series of 4 children’s rhythmic dances were planned, and 8 classes of children’s rhythmic course were implemented. The dependent variable was gross motor development performance, using “Preschooler Gross Motor Quality Scale” as an assessment tool, which includes three gross motor related abilities: shifting ability, object-transferring ability, and balance ability. Visual analysis, chart method, and effect size were used to analyze and organize the data. The results showed that: (a) there was an immediate effect of rhythm teaching on gross motor development in children with developmental delay; (b) there was also a sustaining effect of rhythm teaching on the gross motor development of children with developmental delay. Based on the findings of this study, appropriate suggestions for future research were given.

Keywords: rhythmic movement; children with developmental delay; motor development; Preschooler Gross Motor Quality Scale

摘要 

學齡前自閉症兒童在視覺動作整合任務常出現困難，視覺動作整合對學齡前兒童學習動作技巧尤為重要。隨着平板電腦具備易取得、操作直覺和即時互動等特性，逐漸成為具潛力的介入媒介。本研究據此開發針對4–6歲自閉症兒童、有6款遊戲的平板電腦遊戲式視覺動作整合訓練系統，探討其專家效度和適用性。研究採用內容效標指標（content validity index, CVI）計算10位職能治療師的平均CVI值，並呈現10位自閉症兒童遊戲任務的表現。10位職能治療師對6款遊戲的專家效度評分結果顯示，各項目的CVI值均高於.78，遊戲設計適切度的平均CVI值範圍介於.850至.977之間，年齡適用性的平均CVI值範圍則介於.814至.970之間，顯示系統設計符合學齡前自閉症兒童的發展需求和能力水準。此外，透過10位語文理解和精細動作能力正常的自閉症兒童的實際操作測試，6款遊戲於不同難度下皆呈現穩定通過率（50.0–90.0%）。結果支持本訓練系統符合學齡前4–6歲自閉症兒童的遊戲設計適切度和年齡適用性，展現出操作直覺、生動有趣並能扣合兒童發展能力的特性。

關鍵詞：學齡前；自閉症；視覺動作整合；專家效度

Abstract

Preschool children with autism often face challenges in visual-motor integration tasks, which are essential for developing their motor skills. In recent years, tablets have emerged as a promising tool for therapy because they are accessible, easy to use, and provide immediate interaction. This study aimed to develop a tablet-based training system with 6 tasks focusing on visual-motor integration for children aged 4 to 6 with autism. The objective was to evaluate the expert validity of this system. Content validity index (CVI) was used to determine the average CVI value from a group of experts, specifically analyzing the feedback from 10 occupational therapists. Results from expert evaluations indicated that the CVI values of all items exceeded .78. The mean CVI values for game design appropriateness ranged from .850 to .977, while those for age suitability ranged from .814 to .970, demonstrating that the system was well-aligned with the developmental needs and abilities of preschool children with autism. Furthermore, the performance of 10 children with autism, all with typical language comprehension and fine motor abilities, showed stable success rates across different task difficulty levels, ranging from 50.0% to 90.0%. The findings suggest that the training system is well-suited for the game design and age appropriateness of autistic children aged 4 to 6. The system features intuitive operation and engaging elements, aligning effectively with the developmental abilities of the target age group.

Keywords: preschool; autism; visual-motor integration; expert validity