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題 名 | 以樂觀和正向意義建構國小五年級情意教育之質化研究=The Construction of Affective Education Curriculum with the Content of Optimism and Positive Meaning |
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作 者 | 常雅珍; 毛國楠; | 書刊名 | 屏東教育大學學報 |
卷 期 | 25 民95.09 |
頁 次 | 頁77-115 |
分類號 | 523.33 |
關鍵詞 | 正向心理學; 質化研究; Positive psychology; Qualitative; Research; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究之主要目的有二(1) 以正向心理學內涵-樂觀及正向意義建構適合國小學童學習之情意教育課程。(2) 以質化研究方式說明師生互動的歷程,了解學生在學習歷程中的轉變,並以訪談方式分析學生在情意教育中的學習歷程及迷思概念。本研究之研究對象為平安國小五年級學生,學生接受為期十一週每週兩次融入情意教育之綜合活動課程,採用觀察、問卷、訪談、文件蒐集、錄音錄影等多元方式蒐集資料,記錄師生互動的歷程,分析學生的迷思概念,並將學生學習之歷程,分為「自我涉入」、「自我覺察」「認知評估」「自我應用」「自我增強」五個階段。 |
英文摘要 | The purposes of this study were :(1)to design the affective education curriculum of positive psychology blended with synthetic activity curriculum for fifth-grade students;(2)to use qualitative method to analyse the interaction between teachers and students,the shifts of self-regulation process,the learning process,and the misunderstanding of the students’ acception. For these purposes,the subjects of this study were fifth-grade students from one public primary school in Taipei County.Qualitative including observation,inventory, interview,documents analysis,recording and video.With qualitative method , the interaction between the teacher and students could be recorded in detail.The learning processes were divided into five stages,which were self-involvement, self-awareness ,cognition-appraisal ,self-application and self-reinforcement. To sum up,the results of qualitative studies support the affective education curriculum of positive psychology.This study also offers a discussion on instructional assistance and future studies. |
本系統中英文摘要資訊取自各篇刊載內容。