齊堔米海認為「浮流」是內在動機的泉源。本文討論浮流的構成要素、研究方法、理論模式、及浮流原理在教學上的應用。 浮流的定義是：「人們全心投入活動的精神狀態，他們是如此專注，以 致對其他任何事情都不在乎，全然為做而做；經驗本身是如此有趣，即使花極大代價，也會樂意去做。」構成浮流的要素包括： (1) 清晰的目標與明確的回饋， (2) 能力與挑戰的適當配合， (3) 覺知與行動的融合， (4) 全神貫注， (5) 駕敏感的可能性， (6) 自我意識的消失，及 (7) 時間感的扭曲。當個人所從事的活動具有這些特性時，該經驗便成自發自足，齊氏以「最適經驗」名之。 齊氏與學術界同志採用「經驗抽樣法」和「經驗抽樣表」，作為研究的主要工具。他們提出幾個浮流模式，用以分析人們的經驗： (1) 原始模式， (2) 四頻道模式，及 (3) 八頻道模式。這些模式均根據活動的挑戰性與個人對此活動所具技能兩者之間的關係而構成。它們不但能被用來分析日常經驗，而且還可用以預測在何種情況下，浮流才會發生。 老師們可把浮流的原理應用在教學上，藉以提高學生們的學習動機。齊氏強調教學上的五個條件： (1) 明示清晰的目標， (2) 配合能力高低， (3) 提供即時回饋， (4) 減少學生之注意受干擾，及 (5) 免除外在的時間束縛。任何教學活動只要具備這些條件，學生們就會感到樂在其中，興趣高昂，熱心地投入學習活動中。

According to Csikszentnihalyi, "flow" is an important source of intrinsic motivation. This article presents the major aspects of the flow theory and implications or applications of flow principles in teaching. Flow is defined as the state in which people are so involved in an activity that nothing seems to matter; the experience itself is so enjoyable that people will do it even at great cost, for the sake of doing it. Elements of flow include: (1) clear goals and feedback, (2) a challenging activity that requires skills, (3) the merging of action and awareness, (4) concentration on the task at hand, (5) a sense of control, (6) the loss of self-consciousness, and (7) the transformation of time. When we are engaging in an activity that possesses these elements, the experience becomes "autotelic"(self-rewarding), and it is referred to as optimal experience. Csikszentmihalyi and his associates developed the Experience Sampling Method and Experience Sampling Form to study flow empirically. They proposed several theortical models for the analysis of experience: (1) original flow model, (2) 4-channel flow model, and (3) 8-channel flow mode1.These models are based on the relationship of two variables: challenge of the activity and the person's skill in the activity. They are useful for analyzing daily experiences as well as predicting when flow experience should occur. Teachers can apply the principles of flow in their classroom teaching. There are five conditions necessary for high level of motivation: (1) clear goals, (2) challenges relatively matched with skill levels, (3) immediate feedback, (4) concentration without the fear of being interupted, and (5) no external time constraints. When these conditions are met, involvement in a learning activity then becomes self-sustained, or intrinsically motivated, through the great enjoyment the activity provides.