成为一个完整的人是教师专业发展的个人内在基础。整合性教育戏剧以立德树人为出发点和最终目的，关注教师作为“人”的整合发展，是“以教师的心灵发展引领教师的专业发展”为价值导向和实践方法。

    职前心理健康教育教师是指正在接受高等学历教育中心理学与教育学的专业训练，即将进入教育教学领域的准教师。在本研究中，简称职前心理教师。

    教师的联结包括自我联结和社会联结两个方面。自我联结是指充分觉察并接受当下内在真实感受的流动性，采取与内在直觉相一致的方式行事。社会联结是一种关系图式，是个体与他人（个体、群体、社会）亲密度的自我觉察或主观感受，源于过去所有人际关系经验的集合，具有动态发展的特点。

    本研究关注职前心理教师群体内在自我联结和外在社会联结的发展，以整合性教育戏剧为载体，探究在整合性教育戏剧场域中职前心理教师群体自我联结和社会联结的表现、变化过程和阶段特点，以及整合性教育戏剧对其变化产生作用的因素有哪些。

    本研究以现象学作为研究方法论，通过实物搜集法、半结构化访谈法收集职前心理教师的心流日记、自我叙事大作业、课程视频、访谈音频等资料；运用录像分析法、关键事件技术法、文本分析法对研究资料进行整理分析；借助质性研究软件Nvivo 12，依据扎根理论对文本资料中有关职前心理教师的自我联结与社会联结、课程因素等描述进行三级编码；在编码过程中，分析并总结出职前心理教师整体联结变化的过程和呈现的特点，以及整合性教育戏剧课程使联结产生变化的影响因素。此外，本研究还选取了一名具有代表性的职前心理教师作为个案研究，进行细致的分析与描述，探究其联结的变化过程以及使联结变化产生的课程因素。

研究发现：

1.职前心理教师在整合性教育戏剧中自我联结的表现划分为三个部分：自我觉察、体验自我与自我整合.

2.职前心理教师在整合性教育戏剧中社会联结的表现同样划分为三个部分：对他人觉知、亲近感与团体融入感。

3.整合性教育戏剧对职前心理教师的自我联结与社会联结产生了积极影响。不论是从不同课程阶段来看，还是以其内在变化过程划分阶段，职前心理教师的自我联结与社会联结均呈现出明显的阶段性特点。

4.整合性教育戏剧中促发职前心理教师自我联结与社会联结发生改变的课程因素包括：整合性教育戏剧营造的安全氛围；戏剧场域中环环相扣的对话与反思以及引导者的个人特质、传递的价值观念以及引导与促进作用。

    Becoming a whole person is the inner foundation of teachers' professional development. Integral Drama Based Pedagogy is the starting point and ultimate goal of moral education, and focuses on the integrated development of teachers as human beings, with the value and practical approach of "leading teachers' professional development by their spiritual development.

    Preservice mental health education teachers are prospective teachers who are receiving professional training in psychology and education in higher education and are about to enter the field of education and teaching. In this study, it is referred to as preservice mental teachers.

    Teachers' connectedness includes both self-connection and social connectedness. Self-connection refers to the fluidity of being fully aware of and accepting the true inner feelings of the moment and acting in a way that is consistent with inner intuition. Social connection is a relational schema, a self-awareness or subjective feeling of an individual's closeness to others (individual, group, and society), derived from the collection of all past interpersonal experiences, and has a dynamic developmental character.

    This study focuses on the development of the inner self-connection and outer social connection of the preservice mental health education teachers' group, and uses Integral Drama Based Pedagogy as a vehicle to investigate the manifestation, change process, and stage characteristics of the self-connection and social connection of the preservice mental health education teachers' group in the Integral Drama Based Pedagogy field, as well as what factors contribute to their change by Integral Drama Based Pedagogy.

    This study uses phenomenology as the research methodology, and collects preservice mental health education teachers' mental flow diaries, self-narrative large assignments, course videos, and interview audios through physical collection method and semi-structured interview method; uses video analysis method, key event technique method, and text analysis method to organize and analyze the research data; with the help of qualitative research software Nvivo 12, based on Grounded Theory, conducted a three-level coding of the self-connection, social connection, and curriculum factors of preservice mental health education teachers; In the coding process, I analyzed and summarized the process and characteristics of the change in the overall connection of preservice mental health education teachers and the factors that influence the change in the connection caused by Integral Drama Based Pedagogy. In addition, a representative preservice mental health education teacher was selected as a case study for detailed analysis and description to explore the process of change in his connection and the curricular factors that made the connection change.

The study found that:

1. The preservice mental health education teacher's performance of self-connection in Integral Drama Based Pedagogy is divided into three parts: self-awareness, experiencing self, and self-integration.

2. The preservice mental health education teacher's performance of social connection in Integral Drama Based Pedagogy is similarly divided into three parts: awareness of others, closeness, and sense of group integration.

3. Integral Drama Based Pedagogy had a positive impact on preservice mental health education teachers' self-connection and social connection. Both in terms of the different stages of the curriculum and in terms of the process of internal change, the self-connection and social connection of the preservice mental health education teachers showed distinct stages.

4. The curricular factors that contribute to the change of self and social connections of preservice psychologists in Integral Drama Based Pedagogy include: the safe atmosphere created by Integral Drama Based Pedagogy; the interlocking dialogue and reflection in the drama field; and the personal characteristics of the facilitator, the values conveyed, and the guidance and facilitation.