啟智學校正向情緒教學方案之研究‎

文化大學機構典藏 CCUR > 社會科學院 > 社會福利學系暨社會福利學系碩士班 > 博碩士論文 > Item 987654321/19902

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題名:	啟智學校正向情緒教學方案之研究‎
作者:	盧明義
貢獻者:	青少年兒童福利研究所碩士在職專班
關鍵詞:	智能障礙正向情緒正向情緒教學方案
日期:	2010
上傳時間:	2011-10-24 16:05:55 (UTC+8)
摘要:	中文摘要本研究旨在探討啟智學校施行正向情緒教學方案之實作歷程，研究期間起始於民國99年9月至100年6月。本研究採用行動研究方式，研究對象為研究者任教高職部啟智班學生，共計9人。本研究採用混和方法研究進行分析。其中量化研究分析部分，係採用研究者自行編修之「學生正向情緒量表」，量表的內容包括外在自信及內在自信兩部分，並在研究期間施行前測、後測及延後測等三次評量，以了解學生的學習起點與改善結果。質化研究分析部分，採用自編之正向情緒教學課程方案，包括正式課程教學、繪本延伸教學等兩部分，方案內容在於增進學生內、外在自信心，並作為量化資料分析結果之佐證及補充。本研究的相關結論與建議如下：一、方案導入前，學生不論是在外在自信、內在自信均普遍缺乏自信心；教學方案的編製需根據學生之起點行為而著重其個別化差異。二、方案導入後，對於建立及提升學生之正向情緒能力有顯著之效果，其中內在自信能力高於外在自信能力。三、繪本延伸教學方案施行後之學生延後測顯示其可輔助正式課程教學，進而提升學生之外在、內在自信能力。四、針對學生需求而採取不同之教學策略及資源，學生在外在、內在自信能力上之進步亦有其個別差異。五、學校可提供正向情緒之親職教育，鼓勵家長多參加此類之親子教育活動，落實於家庭與未來生活中。據此，作為相關教學實務及未來研究之參考。英文摘要 This study aims at exploring the practical proceedings of the positive emotional teaching program implemented at mental retardation school. The duration of the study was between September 2010 and June 2011. Action study method was adopted for this study. The 9 objects studied were the senior division vocational students in the mental retardation class taught by the researchers themselves In this study, analysis was made on the mixed method. In the analysis of quantitative study analysis, “Students’ Positive Emotional Measurement Table” compiled by the researchers was adopted. The measurement table contains both external self-confidence and inner self-confidence data, and during the study, evaluations were made by pre-testing, post-testing and extended testing, to understand the starting point of study of the students and the result of improvements. On qualitative analysis, a positive emotional teaching course program compiled by the researches was adopted, including the teaching of a formal course and a picture book extended course. The program was to increase the external and inner self-confidence of students, and used to support and supplement the analysis of the quantitative data. The related conclusions and proposals of the study are as follows:- 1.Before the introduction of the program, students generally lacked self-confidence be that external or inner self-confidence. The compilation of the teaching program had to be based on the behavior of students at starting point and special emphasis had to be made on the individual differences. 2.After the introduction of the program, there were significant results on establishing and raising the positive emotions of students, and amongst these the inner self-confidence were stronger than the external self-confidence. 3.After the picture book extended teaching program was implemented, the extended testing on students revealed that it could indeed assist in the formal course teaching that in turn raise the external and inner self-confidence of the students. 4.Even when different teaching strategies and resources were adopted based on the requirements of students, students were showing individual differences in terms of improvement in both external and inner self-confidence. 5.The school can provide positive emotional parenting education and encourage parents to participate in this kind of parenting educational activities, to implement it in the family and in their daily living in future. Accordingly, these are used as reference for related teaching practice and future studies.
顯示於類別:	[社會福利學系暨社會福利學系碩士班] 博碩士論文

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