四、研究建議如下： 可將此發現結果，提供給師資培育中心或現職老師，作為可應用於整合並同理學生，於教學情境中所需強化其教學效果的自我檢核參照流程建議；同時也可以藉此幫助學生重新認知與其原生家庭相異環境中所需要接軌的學習步驟與流程。 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.