自主需求與資優生情意教育

dc.contributor.author胡宗光zh_tw
dc.date.accessioned2014-10-27T15:16:22Z
dc.date.available2014-10-27T15:16:22Z
dc.date.issued2010-06-??zh_TW
dc.description.abstract本文以「自主需求」為主體,從探討資優生自主需求,與自主的環境對於資優生學習的影響,進而提出營造一個自主環境對資優生之助益,歸納出能夠引導資優生自主的策略、情意指導原則,最後根據文獻審視九年一貫課程能力指標是否足以培養資優學生自主能力,而提出情意課程規晝的建議。zh_tw
dc.description.abstractAutonomy, one of the main three needs of the human Iife, was the main target of the article. At first, the author explored the concept of autonomy, and its interaction with the environment. He then proposed an autonomous environment for gifted students where their needs of autonomy and affection development could be met. Then, the author pinpointed that the competence indicators of Grade 1-9 Curriculum were not enough to cultivate gifted students' sense of autonomy, and he thereby recommend ways to design affective curriculum.en_US
dc.identifier9BBD527F-22D7-DA94-3934-07B86846EA4Dzh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/13989
dc.language中文zh_TW
dc.publisher國立臺灣師範大學特殊教育中心zh_tw
dc.publisherNational Taiwan Normal University Special Education Centeren_US
dc.relation115,32-39zh_TW
dc.relation.ispartof資優教育季刊zh_tw
dc.subject.other自主zh_tw
dc.subject.other資優生zh_tw
dc.subject.other情意教育zh_tw
dc.subject.otherautonomyen_US
dc.subject.othergifted studentsen_US
dc.subject.otheraffective educationen_US
dc.title自主需求與資優生情意教育zh-tw
dc.title.alternativeAutonomy Needs and Gifted Students' Affection Educationzh_tw

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