教師「暢態」感受：音樂–肢體課程對教師健康及教學之啟示

良好的學校環境能促進兒童健康發展，一個良好的學校「課程政策」卻是設計出良好的學習環境的依據。教師是學習環境的設計及推行者，現行學校所推行的課程政策雖有關注兒童的健康發展，但較為缺乏對促進教師健康的考慮，然而，教師能通過推行綜合的音樂-體能-創意活動能產生「暢態」的感受，這種「暢態」感受是提升教師健康的根源，可推動教師不斷進步發展，達成學校、兒童及教師的三贏局面。本文目的是以音樂-肢體課程為例，喚起業界對教師「暢態」感受的關注，內容包括：一、香港幼稚園現時對教師健康關注情況；二、以音樂肢體課程顯示出教師「暢態」感受與其心理健康的關係；及三、健康教師對學校的啟示。
A favourable school environment based on a good school curriculum policy can enhance children’s healthy development. It is the teachers who plan and implement children’s learning environments, and while school curriculum policies typically address the healthy development of the children they serve, they show relatively little concern for promoting teachers’ health. Nevertheless, teachers can experience what is known as “flow” when conducting musical-physical-aesthetic activities and this “flow” state is pivotal in enhancing teachers’ health in ways that benefit overall school development. This article investigates the use of musical-physical curriculum to increase awareness of how teachers’ “flow” states relate to their psychological well-being in the field, including (1) the degree of concern regarding the well-being of teachers in Hong Kong kindergarten classes, (2) the relationship between teachers’ “flow” experiences and their psychological well-being, and (3) the implications of healthy teachers in kindergarten environments. Copyright © 2012 The Hong Kong Institute of Education.