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題名：從正向心理學論生命教育的實施
書刊名：教育理論與實踐學刊
作者：黃文三 引用關係
作者(外文)：Huang, Wen-san
出版日期：2009
卷期：19
頁次：頁1+3-34
主題關鍵詞：正向心理學；生命教育
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(11) 博士論文(7) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:10
  • 共同引用共同引用:22
  • 點閱點閱:260
本研究以文獻探討的方式，試著探討正向心理學的要義和去了解它在生命教育實施上的應用，並提出在人類發展上教學和輔導方面的參考依據。從1990年大量出現的正向心理學研究固然是對目前學術界過度聚焦的人類非常態現象的反省，轉而以正向心理特質為主軸，但無論是正向或負向的行為及心理反應，都構成人類外顯及內隱行為反應的一部分，因此對人類行為與心理的完整瞭解，不應過度偏重於負面問題的探討，應該同時探討正面心理的本質、發展與影響。 因為正向心理學是現代心理學的重要發展趨向，故我們必須了解現代社會中正向心理學的理論架構，生命教育的內涵試圖教導學生學習正向的特質，以及學生對死亡、生命、愛情、意義等等更有正向的思維。本研究試著去瞭解人們展現什麼樣的正向特質和如何發展出來。為了更有效益，教師生命教育的實踐上，應該教導學生發展正向意義、正向情緒、樂觀及內在動機。 依據上述的研究結果，在生命教育的教學與輔導上提出有四項建議：( l ）教師必須整合不同的正向特質和發展計畫，在學校裡去助長學生誠實、服務、自控、友誼、民主、正向情緒和其它的美德；( 2 ）生命教育中正向特質的理念與實踐，應該要持續地進行，如此以致於促使個體在社會環境中以正向的感受取代負向的情緒；( 3 ）在生命教育上，學校課程的研究與修訂應該強調正向特質的發展趨勢，如此以致能增加個體有益的互動和如何一起合作完成工作；(4）在生命教育的不同時段裡，學校應該持續的作研究，以及增進所有人們正向心理發展的輔導工作。
This article is intended to explore the very meanings of positive psychology and its application to life education. The rapid accumulation of positive psychological studies emerging from the 1990s appears as a reaction against the contemporary psychological research which has been excessively put attention to the pathological aspects of human beings. It seems clear that both negative and positive sides of human behaviors, internal or/and external, constitute the core elements of psychological science. However, a more thorough understanding of human beings would require further exploration of the nature, development and influences of positive traits. Because positive psychology has become an important field in the contemporary psychology, to understand its theoretical framework appears to be necessary. Life education is aimed to teach students positive traits, so that they would have more positive thoughts on issues such as death, life, love, meaning, and so on. The key themes of this paper are focused on what kinds of positive traits have been displayed by human and how they are developed. Beyond doubt, teachers should teach students to develop the positive meaning, positive emotion, optimism, and internal motivation in the practice of life education. Four suggestions relating to teaching and guidance in life education are proposed as follows: (l)Teachers must integrate different positive traits and develop programs to help students foster “honesty”, “service”, “self-control”, “friendliness”, “democratic virtues”, “positive emotion”, and other virtues at schools; (2)Life education should keep on highlighting the ideas and practices of positive traits to make society an environment in which individuals themselves are enabled to behave based on positive sense rather than negative emotion; (3)Curriculum studies related to life education should emphasize the tendency of the development of positive traits; (4)Life education in different developmental stages must be constantly studied to provide all people with helpful guidance based on positive psychology.
期刊論文
1.Isen, A. M.、Johnson, M. M. S.、Mertz, E.、Robinson, G. F.(1985)。The Influence of Positive Affect on the Unusualness of Word Associations。Journal of Personality and Social Psychology，48(6)，1413-1426。  new window
2.曾文忠(1995)。從全人發展看生命教育的意義與內涵。輔導通訊，44，12-16。  延伸查詢new window
3.Panksepp, J.(1998)。Attention Deficit Hyperactivity Disorders, Psychostimulants, and Intolerance of Childhood Playfulness: A Tragedy in the Making?。Current Directions in Psychological Science，7(3)，91-98。  new window
4.曾文志(20060300)。就算短暫，也是永恆--談正向心理學的發展。師友月刊，465，57-63。  延伸查詢new window
5.Myers, D. G.(2000)。The funds, friends, and faith of happy people。American Psychologist，55(1)，56-67。  new window
6.張光甫(1995)。談生命教育。輔導通訊，44，3-4。  延伸查詢new window
7.錢永鎮(19990400)。如何推行生命教育--理論篇。臺灣教育，580，25-28。  延伸查詢new window
8.Lu, Luo、Gilmour, Robin、Kao, Shu-Fang(2001)。Cultural Values and Happiness: An East-West Dialogue。The Journal of Social Psychology，141(4)，477-493。  new window
9.Salovey, P.、Rothman, A. J.、Detweiler, J. B.、Steward, W. T.(2000)。Emotional states and physical health。American Psychologist，55(1)，110-121。  new window
10.Park, N.、Peterson, C.(2006)。Moral competence and character strengths among adolescents: The development and validation of the Values in Action Inventory of Strengths for youth。Journal of Adolescence，29(6)，891-909。  new window
11.Teijesen, M. D.、Jacofsky, M.、Froh, J.、Digiuseppe, R.(2004)。Integrating positive psychology into schools: Implications for practice。Psychology in the Schools，4(1)，163-172。  new window
12.Harackiewicz, J. M.、Barron, K. E.、Elliot, A. J.(1998)。Rethinking achievement goals: When are they adaptive for college students and why?。Educational Psychologist，33(1)，1-21。  new window
13.Pine, V.(1986)。The age of maturity for death education: A socio-historical portrait of the era 1976-1985。Death Studies，10(3)，209-231。  new window
14.Wass, Hannelore、Shaak, Judith(1976)。Helping Children Understand Death through Literature。Childhood Education，53(2)，80-85。  new window
15.Fredrickson, Barbara L.、Levenson, R. W.(1998)。Positive emotions speed recovery from the cardiovascular sequelae of negative emotions。Cognition and Emotion，12(2)，191-220。  new window
16.Peterson, C.(2000)。The future of optimism。American Psychologist，55(1)，44-55。  new window
17.Buss, David M.(2000)。The Evolution of Happiness。American Psychologist，55(1)，15-23。  new window
18.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
19.Seligman, Martin E. P.、Csikszentmihalyi, Mihaly(2000)。Positive psychology: An introduction。American Psychologist，55(1)，5-14。  new window
20.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
21.張新仁、張淑美、魏慧美、丘愛鈴(20061200)。大專校院推動生命教育現況及特色之調查研究。高雄師大學報. 教育與社會科學類，21，1-24。new window  延伸查詢new window
22.何縕琪(2004)。與正向心理學的對話：「致中和」與「慈悲觀」的體驗。慈濟大學教育學程通訊：慧命的磐石，16。  延伸查詢new window
23.劉瑞瓊(1999)。如何落實推動生命教育教導學生熱愛生命。台灣教育，580，54-58。  延伸查詢new window
24.Carver, C. S., Antoni, M.,、Scheier, M. F.(1985)。Self-consciousness and self-assessment。Journal of Personality and Social Psychology，48，117-124。  new window
25.Diener, E.、Oishi, S.、Gohm, C. L.、Suh, E.(2000)。Similarity of the relations between marital status and subjective well-being across cultures。Journal of Cross-Cultural Psychology，31(4)，419-436。  new window
26.Dirksons, R.(1990)。Theoretical modeling to predict subject well-being。Western Journal of Nursing Research，12，629-643。  new window
27.Fava, G. A.(1999)。Well-being therapy: Conceptual and technical issues。Psychotherapy and Psychosomatics，68，171-179。  new window
28.Fredrickson, B. L.(2006)。Unpacking positive emotions: Investigating the seeds of human flourishing。Journal of Positive Psychology，1(2)，57-60。  new window
會議論文
1.孫效智(2000)。生命教育的內涵與哲學基礎。生命教育與教育革新學術研討會，輔仁大學教育學程中心 (會議日期: 2000/03/24)。臺北。  延伸查詢new window
2.鈕則誠(1999)。生命教育的定位。嘉義縣。108-112。  延伸查詢new window
3.黃文三、曾秋萍、敬世龍(2003)。從國中小學生的宗教心理談九年一貫課程「生命教育」的實施。新竹市。6-1~6-16。  延伸查詢new window
4.黃德祥(2000)。小學生命教育的內涵與實施。生命教育與教育革新學術研討會。台北縣：輔仁大學教育學程中心。103-117。  延伸查詢new window
5.Argyle, M.(1999)。Empirical Studies of Well-being。Oxford。  new window
6.Csikszentmihalyi, M.(1999)。Flow and the Evolution of Consciousness。Oxford。  new window
學位論文
1.劉德威(1997)。青少年生死態度與自殺危險程度關係之研究(碩士論文)。中原大學。  延伸查詢new window
2.黃燕女(2008)。高雄縣市高級中學生命教育實施現況及其可行策點之研究。  延伸查詢new window
3.賴昱諠(2000)。生命教育探索性評估－以嘉義市兩所生命教育中心學校為例。  延伸查詢new window
圖書
1.林生傳(1996)。教育心理學。台北縣：五南圖書。  延伸查詢new window
2.Pauison, P. A.、Sharon, C. B.、Wolf, J. A.(1988)。Living on purpose。New York：Phoenix Rising press。  new window
3.Seligman, Martin E. P.(1991)。Learned Optimism: How to Change Your Mind and Your Life。Alfred A. Knopf, Inc.。  new window
4.Walters, J. D.、林鶯(1999)。生命教育：與孩子一同迎向人生挑戰。台北市：張老師。  延伸查詢new window
5.彭孟堯(2003)。教育哲學。臺北市：空中大學。  延伸查詢new window
6.賈馥茗、梁志宏、陳如山、林月琴、黃恆、侯志欽、簡仁育(1995)。教育心理學。空大。  延伸查詢new window
7.Baumeister, Roy F.(1991)。Meanings of life。New York：The Guilford Press。  new window
8.Peterson, Christopher、Seligman, Martin E. P.(2004)。Character strengths and virtues: A handbook and classification。American Psychological Association。  new window
9.教育部(2005)。普通高級中學課程暫行綱要。臺北：教育部。  延伸查詢new window
10.Seligman, Martin E. P.、洪蘭(1997)。學習樂觀，樂觀學習。臺北：遠流。  延伸查詢new window
11.Peterson, Christopher(2006)。A Primer in Positive Psychology。Oxford University Press。  new window
12.Argyle, Michael(1987)。The psychology of happiness。New York：Routledge。  new window
13.Beane, James A.(1997)。Curriculum integration: Designing the core of democratic education。Teachers College, Columbia University。  new window
14.Snyder, C. R.、Lopez, S. J.(2007)。Positive psychology: The scientific and practical explorations of human strengths。Sage。  new window
15.孫效智(2007)。高中「生命教育」課程暫行綱要總綱。普通高級中學生命教育選修課程綱要。台北市。  延伸查詢new window
16.Aristotle、Ostwald, Martin(1987)。Nicomachean Ethics。MacMillan Publishing Company。  new window
17.Aspinwall, L. G.(2001)。Dealing with adversity: Self-regulation, coping, adaptation, and health。Blackwell Handbook of Social Psychology: Intraindividual Processes。Malden, MA。  new window
18.Csikszentmihalyi, M.、Csikszentmihalyi, I.(1988)。Optimal experience: Studies of Flow in Consciousness。Cambridge。  new window
19.Csikszentmihalyi, M.、Csikszentmihalyi, I. S.(2006)。A life worth living: Contributions to positive psychology.。New York, NY：Oxford University Press。  new window
20.Lepper, M. R.,、Henderlong, J(2000)。Turning。Intrinsic and extrinsic motivation: The search for optimal motivation and performance。San Diego。  new window
其他
1.Kalish, R. A.(1989)。Death Education，Phoenix, AZ。  new window
圖書論文
1.Isen, A. M.(2000)。Positive affect and decision making。Handbook of Emotions。Guildford。  new window
2.Frankl, V. E.(1969)。Self-transcendence as a Human Phenomenon。Readings in Humanistic Psychology。The Free Press。  new window
3.Nolen-Hoeksema, S.、Davis, C. G.(2002)。Positive responses to loss: Perceiving benefits and growth。Handbook of Positive Psychology。Oxford University Press。  new window
4.Emmons, Robert A.、Shelton, Charles M.(2002)。Gratitude and the science of positive psychology。Handbook of positive psychology。New York：Oxford University Press。  new window
5.Deci, E. L.、Ryan, R. M.(1992)。The initiation and regulation of intrinsically motivated learning and achievement。Achievement and motivation: A social-developmental perspective。New York：The Press Syndicate of the Cambridge University Press。  new window
6.錢永鎮(2000)。中等學校生命教育課程內涵初探。生命教育的理論與實務。台北：寰宇出版社。  延伸查詢new window
7.Seligman, Martin E. P.(2002)。Positive psychology, Positive Prevention, and positive therapy。Handbook of Positive psychology。Oxford University Press。  new window
8.Snyder, C. R.、Rand, K. L.、Sigmon, D. R.(2002)。Hope theory: A member of the positive psychology family。Handbook of positive psychology。Oxford University Press。  new window
9.Grewal, D. D.、Salovey, P.(2006)。Benefits of emotional intelligence。A life worth living: Contributions to positive psychology。New York：Oxford University Press。  new window
 
 
 
 
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