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題名 | 用生命畫出一道彩虹--彩虹志工參與動機與甘苦之研究=Life Devotion to Draw a Rainbow: The Research on the Rainbow Volunteers' Participating Motivation and Bitter Sweetness of Teaching in Elementary School |
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作者姓名(中文) | 王玉如; 陳姵樺; 魏綺亭; | 書刊名 | 學校行政 |
卷期 | 67 2010.05[民99.05] |
頁次 | 頁101-121 |
分類號 | 197 |
關鍵詞 | 生命教育; 成就感; 教學困難; 彩虹志工; 參與動機; Life education; Accomplishment; Difficulty in teaching; Rainbow volunteers; Participating motivation; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討「台灣彩虹愛家生命教育協會」志工參與動機與教學的甘苦。首先瞭解彩虹志工參與服務之內外在動機,其次探討彩虹志工教學的成就感與困難之處理方式,最後則分析彩虹志工持續參與的原動力。本研究採質性研究法,以半結構式訪談一位彩虹志工。研究發現:一、該受訪者成為彩虹志工的動機係因外在動機(朋友邀請)而後引發內在動機(看見兒童需求及志工價值);二、該受訪者面對教學困難的處理方式為真誠與學生互動、以專業表現解除老師對志工教學的疑慮;三、該受訪者持續擔任志工的動力是來自其志工工作的成就感,如改變自己與學生的生命等。此外,「信仰」是面對教學挫折時的重要力量與持續動力,「看見協會的困境與需求」、「省思最初參與的動機」,亦是支持持續服務的動力。 |
英文摘要 | The purpose of the paper is to discuss the participating motivation and bitter sweetness of the involvement of the volunteers in the elementary school in "Taiwan Rainbow Love Family Life Education Association (TRLFLEA). Firstly, you need to understand why Rainbow volunteers wish to join. There are inner and outside motivations and also their current status in schools. Secondly, we explore the Rainbow volunteer's accomplishments and difficulties in teaching. Finally, it analyzes the driving force of continued participation for Rainbow volunteers. The study adopted qualitative research methods by using a semi-structured interview with a Rainbow volunteer. The research found: 1. The reason of the respondent was motivated to become a volunteer for TRLFLEA was due to extrinsic motivation (invitation of a friend) and this volunteer lead to intrinsic motivation (see the need of children and the value of volunteer ). 2. The way the volunteers faced the teaching difficulties were by genuine interaction with students and performed more professionally alleviating the concerns of the teachers. 3. The reason why the volunteers continued was the personal sense of achievement while doing the work, such as changes in their lives with the students and so on. In addition, “faith” was not the only driving force and consistent power while facing setbacks in teaching. But "realize the difficulties and needs of association " and "reflect on the initial motivation for participation" are also the key driving force in support of continuous service engagement. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。