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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/101894

    Title: 師「情」話「意」: 一位老師追溯「正向情意」來觀以「師生互動歷程」的敘事探究
    Other Titles: Analysis of the discourse between a teacher and his students : a viewpoint of "positive affective"
    Authors: 陳少庭;Chen, Shau-Ting
    Contributors: 淡江大學課程與教學研究所碩士在職專班
    薛雅慈;Hsueh, Ya-Tsz
    Keywords: 正向情意;情意溝通教學;正向心理學;師生互動;Positive Affective;Affective Communication with Teaching;Positive Psychology;Teacher-Student interaction
    Date: 2014
    Issue Date: 2015-05-04 09:20:43 (UTC+8)
    Abstract: 本研究動機為「情意溝通教學理論」契合研究者自己本身的教學模式,從而藉




    The theory “Affective Communication with Teaching”, said to be the motivation of this research, is suitable for the model of instruction created by the researcher. My growing process and the connection of the interactive teaching behavior between teachers and students are explored through this motivation.

    The purpose of this study is mentioned below:
    First of all, what are my live circumstances of the growing background of the learning and the experience?
    Secondly, what is the process of the retrospective period of the positive Communicative teaching and the relationship between the teacher and students?

    The method of narrative inquiry is said to be the research method.

    The result of this research is categorized as the following:
    1. The study confirms the period from my original family to heterogeneous environment when I’ve been through the schema of my precious live experience, including the mottos of the theory and others’ reference to be on the alert.
    2. The teaching model by means of the sensitivity and emotion of Communicative teaching theory is given rise to the constructive process of the schema for the same reason.
    3. The study claims the learning cognitive steps and processes differed from the teaching model by means of the sensitivity and emotion of Communicative teaching theory.

    The suggestion of this research is mentioned as the following:
    The result of this study is provided for Center for Teacher Education and current teachers as the application of the combination and integration for leaners, the suggestion of the researcher’s retrospective consulting processes required to be strengthened among the situation of the instruction. Simultaneously, it is able to help students recognize the learning steps and processes integrated into the heterogeneous environment among original families as well.
    Appears in Collections:[課程與教學研究所] 學位論文

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