本研究目的在探討感恩策略融入舞蹈課對：(一)學生感恩態度和行為的影響；(二)教師在教學品質方面的成長和反省；(三)評估感恩策略融入舞蹈課的課程活動設計優點與限制；以及(四)探索何種舞蹈課程設計，讓學生較有感恩的感受。透過行動研究進行教學場域內活動的資料蒐集和歸納式主題分析。發現感恩策略的介入改變了學生的態度與行為；特別是學生變得比較會為他人著想，內心變得比較平靜、以及變得比較少抱怨。另一方面，上課教師也改變了自我的態度；變得具有較多同理心和幸福感。最後，本研究發現感恩策略融入舞蹈課程可以拉近人與人之間的距離、學生不但知道怎麼表達感恩，也可以減少恨意。本研究結論指出，感恩教育確實可以開啟感恩的心，並具有療癒效果，也增強學校體育課程的正向能量。
The purpose of this study was using action research to investigate the effects of gratitude intervention on gratitude attitudes on students of a selective dance class. Our data includes observational field notes, reflection journal, teaching video record, and interview transcribed verbatim; and we used inductive thematic analysis to analyze them. Results found gratitude intervention changed students' attitudes and behaviors. Specifically, students became more sympathetic, peaceful, and reducing complaints. Further, the instructor in this class also leaned skills in integrating character education into class and became more sympathetic and happy. We suggested gratitude intervention can be an ideal education in the physical education settings. It is not only building harmonious interpersonal relationships between instructors and students but also teach students how to extend their appreciation toward someone who helps him/her in life. Also, gratitude education reduces students' complaints and interpersonal tensions. In conclusion, we recommend implementing a gratitude education in physical education settings because of its special healing effects and promoting positive strengths for physical education.
