以正向情緒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 the Positive Psychology

常雅珍(Ya-Jane Chaung) ； 毛國楠(Kuo-Nan Mao)

《臺中教育大學學報：教育類》 20卷2期 (2006/12) Pp. 31-61

https://doi.org/10.7037/JNTUE.200612.0031

摘要

本研究之主要目的有二：(1)以正向心理學內涵－正向情緒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（化名）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。

關鍵字

正向心理學 ； 質化研究

並列摘要

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.

並列關鍵字

positive psychology qualitative research

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