| Summary: | 碩士 === 國立東華大學 === 課程設計與潛能開發學系 === 100 === This research intended to develop a whirling-dance curriculum and instruction based on meditation and to explore the implementation strategies and teaching skills for this curriculum. The researcher developed an 11-week whirling-dance curriculum, including three stages: meditation preparation stage, whirling-kung practice stage, whirling-dance practice stage.
Through the cycles of “plan-action-reflection” of typical action research, this research produced the following research outcomes:
1. The essential elements of whirling-dance curriculum include: mindfulness of breathing meditation, body-scanning meditation, free style yoga, one-leg standing yoga, sacred dance, whirling-kung, free style taiji-quan, whirling-dance, creative dance.
2. The principles of arranging the contents and sequence of whirling-dance curriculum: (1) Arrange the progress of learning new topics gradually. (2) Arrange the appropriate amount of break between two training sessions in order to keep the warmth of training. (3) Combine the practice of whirling with the practice of meditation. (4) Adjust the course content and progress appropriately according to the learners' learning conditions. (5) Arrange the appropriate amount of activities in one training session. (6) Arrange the whirling practice at least one hour after the meals.
3. Points to pay attention in leading whirling-dance instruction: (1) Try to bring the learners closer to the teacher. (2) Use clear and definite oral expressions. (3) The rhythm of teaching should not be too fast. (4) Pay attention to the learners’ learning situation at any time. (5) Soft music is more suitable for meditation activities.
4. Strategies to help learners to master the cruxes of whirling: (1) Stick to the three cruxes of whirling in every learning activity: centering, choiceless awareness, feeling one’s own feeling. (2) Remind the learners repeatedly the three cruxes of whirling during the process of practice. (3) Clarify the learners’ confusions according to their sharing and feedback.
5. The influences of whirling-dance curriculum on the learners: (1) Some of the learners report the improvement of physical and spiritual conditions. (2) Some of the learners report the improvement of body flexibility and sense of balance. (3) Some of the learners report that they feel more easily to be centering and attentive to oneself, be calmer and less vulnerable to outside influence, and more easily to fall asleep.
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