淡江大學機構典藏:Item 987654321/101894
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    题名: 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
    其它题名: Analysis of the discourse between a teacher and his students : a viewpoint of "positive affective"
    作者: 陳少庭;Chen, Shau-Ting
    贡献者: 淡江大學課程與教學研究所碩士在職專班
    薛雅慈;Hsueh, Ya-Tsz
    关键词: 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
    日期: 2014
    上传时间: 2015-05-04 09:20:43 (UTC+8)
    摘要: 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
    由這樣的動機來探究自身成長脈絡與師生互動教學行為之間的關連性。

    一、研究目的如下:
    第一、探究自己「成長背景所學與所歷經」的生命情事為何？
    第二、自己追溯正向情意教學與師生互動關係歷程為何?

    二、本研究方法為敘事探究法，研究對象是研究者自己。

    三、研究結果發現歸納如下：
    第一、確認研究者自身從原生家庭開始到異質環境下，期間所經歷的人生寶貴經
    驗的基模不外乎理論典範以及需要惕勵的借鏡。
    第二、透過情意溝通教學理論之理性與感性的教學模式所衍伸出的同理基模的建
    構歷程。
    第三、發現有別於情意溝通教學理論之理性與感性教學模式的學習認知步驟與流
    程。

    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.
    显示于类别:[課程與教學研究所] 學位論文

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