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題名:快樂故事和悲憫故事教學對提升國小學童正向情緒之影響研究
書刊名:教育研究論壇
作者:高美慧
作者(外文):Kao, Mei-hui
出版日期:2013
卷期:4:2
頁次:頁225-242
主題關鍵詞:快樂故事悲憫故事故事教學正向情緒國小學童Happy storyCompassionate storyStory instructionsPositive emotionWell-beingElementary grader
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:1
  • 點閱點閱:18
本研究之主要目的在於探討「快樂故事和悲憫故事教學」對提升國小學童之正向情緒之立即效果與延宕效果。研究對象為臺南市某國小四年級三個班,一班實驗組A實施快樂故事教學,一班實驗組B實施悲憫故事教學,另一班為控制組,共88位學生,採不等組之準實驗設計。研究工具以常雅珍(2005)編製之「國小學童正向情緒量表」進行測量,所得資料依據研究目的進行相依樣本t檢定和共變數分析。本研究的發現如下:一、國小四年級學童接受「快樂故事」教學後,在正向情緒的改變有立即效果,但沒有延宕效果。二、國小四年級學童接受「悲憫故事」教學後,在正向情緒的改變沒有立即和延宕效果。三、國小四年級學童接受快樂故事和悲憫故事教學後,正向情緒的後測差異在「愉悅」和「整體正向情緒」量表,為快樂故事組優於控制組;延後測的差異在「知足」和「自信」分量表,為快樂故事組優於悲憫故事組。
The main purpose of this study was to implement the instant influences and the suspend influences on the instructions of the happy story and the compassionate story to the positive emotion among the elementary graders. The objects of the study were three four-grade classes of an elementary school in Tainan. The experiment group A carried out the instructions of the happy story. The experiment group B carried out the instructions of the compassionate story. The eighty-eight students in the experiment group took the nonequivalent quasi-experimental design. The quantification research data were analyzed by Ya-Jane Chaung's ”Children's Positive Emotion Inventory” and the Paired-Samples t Test and Analysis of Covariance were used to analyze to the collected data. The results of the study were concluded as follows: First, after the instructions of the happy story among the four-grade elementary students, the results of the positive emotion of the students indicated they had immediate effects, but no delayed effects. Second, after the instructions of the compassionate story among the four-grade elementary students, the results of the positive emotion of the students did not indicate they had both immediate and delayed effects. Third, after the instructions of the happy story and the compassionate story among the four-grade elementary students, the results of the positive emotion showed the differences on ”the pleasure” and ”the entire positive emotion”, and the happy-story group was better than the control group in post-test; the differences on ”the contented mood” and ”the confident mood”, the happy-story group was better than the compassionate-story group in the delayed effect.
期刊論文
1.林良(19740400)。「文學」跟「故事」--談兒童文學跟故事的關係。中國語文,34(4)=202,23-37。  延伸查詢new window
2.簡士佳(20100800)。提升國小學童正向情緒之靜思語課程方案設計。教師之友,51(2),82-93。  延伸查詢new window
3.陳騏龍(20110400)。從正向心理學出發談霸凌的正向管教。諮商與輔導,304,24-27+23。  延伸查詢new window
4.Seligman, Martin E. P.、Steen, Tracy A.、Park, Nansook、Peterson, Christopher(2005)。Positive Psychology Progress: Empirical Validation of Interventions。American Psychologist,60(5),410-421。  new window
5.Fredrickson, Barbara L.(2001)。The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions。American Psychologist,56(3),218-226。  new window
學位論文
1.葉鎂鳳(2010)。故事教學的教育價值及其在國民小學應用之研究(碩士論文)。國立臺北教育大學。  延伸查詢new window
2.江宜珍(2007)。學童自殺意念之變化趨勢及相關因素(博士論文)。臺灣大學。  延伸查詢new window
3.林欣穎(2009)。以故事教學提升國小學童口語表達能力之行動研究(碩士論文)。臺北市立教育大學。  延伸查詢new window
4.林慧雅(2010)。藉由探究式教學提升國小高年級學童正向情緒之研究(碩士論文)。國立中山大學。  延伸查詢new window
5.郭志通(2006)。憂鬱症病患主要照顧者之敘事研究(博士論文)。國立臺南大學。new window  延伸查詢new window
6.許玉英(2004)。一位幼教教師故事教學的行動研究(碩士論文)。屏東師範學院。  延伸查詢new window
7.陳乃文(2011)。運用創作性戲劇方案於國小中年級學童正向情緒輔導之研究(碩士論文)。國立臺南大學。  延伸查詢new window
8.陳麗君(2010)。正向情緒取向的故事教學方案對國小低年級學童樂觀解釋型態之影響(碩士論文)。國立臺南大學。  延伸查詢new window
9.劉子琪(2010)。以故事教學進行國小生命教育之行動研究(碩士論文)。國立中山大學。  延伸查詢new window
10.魏韶潔(2007)。故事教學提昇學童創造力之行動研究(碩士論文)。國立臺灣海洋大學。  延伸查詢new window
11.徐秋碧(2007)。正向情緒輔導方案對生活適應困擾國小學童之情緒智力、生活適應與幸福感之輔導效果研究(碩士論文)。國立新竹教育大學。  延伸查詢new window
12.吳春田(2001)。低年級學童在故事教學中的讀者回應(碩士論文)。國立嘉義大學。  延伸查詢new window
13.吳相儀(2006)。樂觀訓練課程對國小高年級學童樂觀信念、因應策略之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
14.洪銀杏(2001)。「教師即研究者」之行動研究:故事教學在低年級教室之實施(碩士論文)。國立嘉義大學。  延伸查詢new window
15.鄔時雯(2002)。以故事教學增進兒童同儕友誼之行動研究(碩士論文)。國立臺北師範學院,臺北市。  延伸查詢new window
16.李美珠(2008)。自然體驗方案對國中生正向情緒之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
17.杜品儀(2007)。樂觀學習課程方案對國小六年級學童樂觀解釋型態及正向情緒之影響(碩士論文)。國立臺南大學。  延伸查詢new window
18.杜昭宜(2008)。正向心理團體方案對國小高年級學童憂鬱情緒輔導效果之研究(碩士論文)。國立新竹教育大學。  延伸查詢new window
19.葉靜瑜(2008)。正向情緒課程方案對國小四年級學童之正向情緒及挫折容忍力之影響(碩士論文)。國立臺南大學。  延伸查詢new window
圖書
1.Emmons, R. A.(1999)。The Psychology of Ultimate Concerns。New York:Guilford。  new window
2.Shapiro, L. E.(1997)。How to raise a child with a high EQ: A parent's guide to emotional intelligence。New York:Harper Collins Publishers。  new window
3.Rath, Tom、Clifton, Donald O.、張美惠(2005)。你的桶子有多滿?。臺北市:商智。  延伸查詢new window
4.林敏宜(2000)。圖畫書的欣賞與應用。臺北:心理。  延伸查詢new window
5.Egan, K.(1986)。Teaching as story telling。Chicago, IL:The University of Chicago Press。  new window
6.Elliott, John(1998)。The curriculum experiment: Meeting the challenge of social change。Open University Press。  new window
7.常雅珍(2005)。國小情意教育課程--正向心理學取向。心理出版社。  延伸查詢new window
8.Seligman, M. E. P.、洪蘭(2003)。真實的快樂。遠流。  延伸查詢new window
其他
1.教育部(2007)。教育部推動校園學生憂霉與自我傷害三級預防工作計晝,http://edu_tpc.edu.tw/edu/ftproot/M/20376.pdf, 2012/07/15。  延伸查詢new window
圖書論文
1.Isen, A. M.(2000)。Positive affect and decision making。Handbook of Emotions。Guildford。  new window
 
 
 
 
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