Narrative Self-Healing: Analysis of the Benefits of an Integrated Listening, Reading, and Writing Course for Chinese Colleges
PDF

Keywords

Chinese college
Action research
Trauma writing
Narrative therapy
Teaching reform

DOI

10.26689/jcer.v6i9.4260

Abstract

This study is based on postmodern narrative therapy. The action research approach was adopted to explore the self-healing experience and the reflections of teaching and learning in an integrated listening, reading, and writing course for Chinese colleges. The objectives of this study were as follows: (1) to assist university students in narrative self-healing through this course; (2) to explore the reflections and insights of this teaching action research. This study was conducted at National Dong Hwa University (Taiwan, China) with its faculty members, research assistants, and 330 college students. The teaching plan was implemented in six classes over four semesters. This study found that human beings have the ability to heal themselves and that an integrated course covering reading narratives, listening to narratives, and writing trauma narratives can help college students heal themselves.

References

Xie Jin GY, 2011, The Window of Life – Xie Jin’s Classroom, from Literary Appreciation to Know Yourself, Wheat Field, Taipei, Taiwan, China.

Ye Bi C, 2015, Teaching for the Future – Ye Bingcheng’s New Thinking on BTS Education, Commonwealth Magazine, Taipei, Taiwan, China.

Huang SF, 2018, The Spirit and Practice of Narrative Therapy, Mind Workshop, Taipei, Taiwan, China.

Connelly FM, Clandinin DJ, 2000, Narrative Inquiry: Experience and Story in Qualitative Research, Jossey-Bass Publishers, San Francisco, U.S.

Hao YX, 2011, The Hot Springs Wash Away Our Sorrows – Reminiscing the Space of Passing Water, Jiuge Publishers, Taipei, Taiwan, China.

Carr W, Kemmis S, 1986, Becoming Critical: Education, Knowledge and Action Research, Falmer Press, London, England.

McKernan J, 1991, Curriculum Action Research: A Handbook of Methods and Resources for the Reflective Practitioner, Kogan Page, London, England.

Lin YH, 2019, Teacher’s Curricular Consciousness and Pedagogical Praxis on Chinese Literacy Courses in a University – Self-Narration of a Doctoral Student Being a Lecturer, National Dong Hwa University, Hualien, Taiwan, China.

Levine PA, 2008, Healing Trauma: A Pioneering Program for Restoring the Wisdom of Your Body, Sounds True, Incorporated, Colorado, U.S.

Campbell J, 1949, The Hero with a Thousand Faces, Princeton University Press, Princeton.