| 摘要: | 正念於教育領域所能帶給學生的優點，已有眾多研究結果支持，南華大學從102學年度第一學期開始，於大一通識開立了「正念靜坐」必修課程。引起研究者進行此研究的主要動機，是於正念靜坐課程如果要讓學習者達到最大學習成效，應該要有那些關鍵因素是必須俱備？是引發研究進行的原始動機。研究中以分析層級程序法（AHP：The Analytic Hierarchy Process）來進行，以求達到三個研究目的：一、歸納大學正念靜坐課程學習成效關鍵因素評估準則。二、建構大學正念靜坐課程學習成效關鍵因素整體模型。三、探討大學正念靜坐課程學習成效關鍵因素之整體權重及權重順位。 依文獻查證、蒐集資料與訪談南華大學正念靜坐教師群，而建構起五項衡量構面與二十項評估準則。應用分析層級程序法（AHP）軟體，計算此研究的五項衡量構面（第二層級）的權重結果，以教師佔最大權重，其次為學習者、課程設計、環境與政策。二十項評估準則（第三層級）的權重結果，以「教師個人特質」項目最為重要，其次為「教師正念修習年資」、「學習者的效益、感受與體認」、「教材內容設計」與「學習者的背景動機」等，為權重比的前五項。研究結果顯示，優質的正念靜坐課程，教師自身必須要有實施正念的特質，並持續地修習正念；學習者自身能否對於學習正念並實踐後，其效益能有所感受與體認，及學習者的初發背景動機，也是讓學習過程更加俱全的關鍵因素；再輔以教師用心製定讓學生能實際應用的課程導引-教材內容設計，若能周全於上述幾項關鍵因素，將能促進大學正念靜坐課程的學習者，將具有學習成效，並樂於應用「正念靜坐」學習結果，進而圓滿大學教育。
Mindfulness, as many studies have shown, can bring students benefits in education field. Nanhua University has introduced Mindfulness Meditation as a compulsory general education curriculum for freshmen since first semester in 2013 school year. The motive that researchers have to conduct the study lies in: if a Mindfulness Meditation Curriculum can bring learners the biggest benefits, what key factors are required? That is also the original motive to start this study. In this study the Analytic Hierarchy Process (AHP) is applied in order to achieve three goals: 1. Summarize the evaluation criteria for key factors for learning effectiveness of University’s Mindfulness Meditation Curriculum. 2. Construct the integral model for key factors for learning effectiveness of University’s Mindfulness Meditation Curriculum. 3. Explore the entire weighing and weighed priorities of key factors for learning effectiveness University’s Mindfulness Meditation Curriculum. Establish 5 measurement dimensions and 20 evaluation criteria through the efforts of findings in paper studies, data collection, and interviews with Nanhua University staff involved with Mindfulness Meditation Curriculum. The weighed outcome, through the calculation of 5 dimensions (the second level) by AHP software, reveals that teachers weigh the most, followed by learners, course design, environment and policy. The weighed outcome of 20 evaluation criteria (the third level) shows that teachers’ personality traits weigh the most, followed by teachers’ seniority on cultivating Mindfulness Meditation, “learners’ effectiveness, feelings, and thoughts,” instructional design and materials, and learners’ motive behind the scenes; which are also the top five weighed priorities. The study reveals that in order to make a high-quality Mindfulness Meditation Curriculum, teachers have to keep on practicing Mindfulness Meditation with the trait of implementing mindfulness; learners’ effectiveness, feelings and thoughts from implementing Mindfulness also attribute to making it a better learning experience; plus teachers design the course guidelines and instructional materials full-heartedly for students to apply in life. Should the key factors be combined together, learners of Mindfulness Meditation Curriculum at university would practice more willingly and benefit more and it will also complete the education of university. |
