國中數理資優生正向心理情意教育方案發展與成效之分析
Abstract
本研究旨在根據正向心理學相關理論發展適合國中數理資優生的情意教育方案，並經由教學訓練後，探討此情意教育方案對四位國中數理資優生正向情緒培育之成效。研究歷程中，運用行動研究法探討情意教育方案的教學成果與師生互動情境等。
研究結果如下：
一、三位國中數理資優生在接受情意教育方案前後，在愉悅、自信、感恩 等三種正向情緒變化有增加的趨勢，有助於他們培養正向情緒。
二、在研究對象中，女性資優生經驗正向情緒比男性資優生比較頻繁。
三、家長的關心程度與研究對象培養的正向情緒程度成正比，即是家長對 國中數理資優生有正向期待，並投入相當關心的程度，則學生的正向 情緒與正向行為較為明顯。
四、國中數理資優生在情意教育方案中的行為表現多在輕鬆、無壓力的氣 氛下，學生容易有創意的答案，帶來歡樂、溫馨的氛圍，師生互動良 好，學生參與教學活動的意願很高。
The purpose of this study was to apply positive psychology to develop affective education program for the Science and Mathematics gifted students in junior high school, and investigate the impacts after training course on positive emotion of four Science and Mathematics gifted students in junior high school. Action Research was used to show factors within teaching and learning of affective education program, interact between teacher and students, and so on. Result of the research: I.After affective education program, three Science and Mathematics gifted students’ positive emotion, happy, self-confident and thanksgiving, were changed increasingly. II.All objects of this study, female gifted students experience are more frequent than male gifted students to positive emotion. III.The degree of parents’ care and the objects of this study increasing positive emotion are proportional; that is, parents expect their children more positive and pay more care to them, it’s obvious that the Science and Mathematics gifted students have positive emotion and positive behaviors. IV.The Science and Mathematics gifted students will have more creative behaviors under relaxed and the non-pressure situation, and they will bring the happiness, warm atmosphere. Teacher and students interacts good, and students participate in the teaching activity is very high.
The purpose of this study was to apply positive psychology to develop affective education program for the Science and Mathematics gifted students in junior high school, and investigate the impacts after training course on positive emotion of four Science and Mathematics gifted students in junior high school. Action Research was used to show factors within teaching and learning of affective education program, interact between teacher and students, and so on. Result of the research: I.After affective education program, three Science and Mathematics gifted students’ positive emotion, happy, self-confident and thanksgiving, were changed increasingly. II.All objects of this study, female gifted students experience are more frequent than male gifted students to positive emotion. III.The degree of parents’ care and the objects of this study increasing positive emotion are proportional; that is, parents expect their children more positive and pay more care to them, it’s obvious that the Science and Mathematics gifted students have positive emotion and positive behaviors. IV.The Science and Mathematics gifted students will have more creative behaviors under relaxed and the non-pressure situation, and they will bring the happiness, warm atmosphere. Teacher and students interacts good, and students participate in the teaching activity is very high.
Description
Keywords
正向心理, 正向情緒, 情意教育, 數理資優生, positive psychology, positive emotion, affective education, the Science and Mathematics gifted students