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題名：正向教育：校本幸福課程的領導
書刊名：教育研究月刊
作者：謝傳崇
作者(外文)：Hsieh, Chuan-chung
出版日期：2019
卷期：298
頁次：頁94-108
主題關鍵詞：正向心理學；正向教育；正向領導；幸福課程；校長領導；Positive leadership；Positive education；Happiness curriculum；Positive psychology；Principal leadership
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(5) 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:2
  • 共同引用共同引用:74
  • 點閱點閱:10
正向教育是將正向心理學的理念應用於學校教育之中，引導學生創造價值與幸福的人生。正向教育在發揮學生的潛能，培養積極應對逆境的能力，為個人提供正向發展方向。因此，本研究旨在探討正向教育的發展，並分析校長正向領導校本幸福課程的策略。本研究採用內容分析法，首先分析正向教育的源起與意涵。其次，探究正向教育的模式。再則，提出正向教育的功能。最後，提出校長領導正向教育的策略，以協助校長與老師運用正向心理學策略，營造學校正向氣氛與正向關係，而能增進學生學習成效，邁向全面的幸福人生。
Positive Education is an ideal positive psychology which is implemented in education in order to lead students to create value and happiness in life. Positive education emphasises on fostering students’ potential, encouraging students to maintain positive attitude in adverse circumstances, and providing an individual positive progress direction. The purpose of this study is to explore the impact of school positive leadership on positive education. Firstly, the new practicing trend of the school positive education was analyzed in order to understand the meaning and connotation of positive leadership. Secondly, the important influences of school positive leadership on positive education were explored. Finally, the study proposed the practices of the school positive leadership on positive education with the hope to assist the school principal & teacher to improve the leadership issue and enhance the school teaching effectiveness.
期刊論文
1.洪蘭(20040400)。閱讀決定思想。教師天地，129，4-7。  延伸查詢new window
2.Rego, A.、Sousa, F.、Cunha, Miguel Pina E.、Correia, A.、Saur-Amaral, I.(2007)。Leader self-reported emotional intelligence and perceived employee creativity: An exploratory study。Creativity and Innovation Management，16(3)，250-264。  new window
3.Oades, L. G.、Robinson, P.、Green, S.、Spence, G. B.(2011)。Towards a positive university。The Journal of Positive Psychology，6(6)，432-439。  new window
4.Ashkanasy, N. M.、Daus, C. S.(2002)。Emotion in the workplace: The new challenge for managers。The Academy of Management Executive，16(1)，76-86。  new window
5.林蔚芳、游錦雲、李慧純、金樹人(20140900)。社會認知因子對澳門青少年學校滿意度影響之研究--SCCT滿意度模式驗證。教育心理學報，46(1)，27-49。new window  延伸查詢new window
6.Post, S. G.(2005)。Altruism, happiness, and health: It's good to be good。International Journal of Behavioral Medicine，12(2)，66-77。  new window
7.Fredrickson, Barbara L.、Branigan, Christine A.(2005)。Positive emotions broaden the scope of attention and thought-action repertoires。Cognition & Emotion，19(3)，313-332。  new window
8.Tugade, Michele M.、Fredrickson, Barbara L.(2004)。Resilient Individuals Use Positive Emotions to Bounce Back From Negative Emotional Experiences。Journal of Personality and Social Psychology，86(2)，320-333。  new window
9.謝傳崇(20140800)。正向領導的關鍵：真誠。教育人力與專業發展，31(4)，37-42。  延伸查詢new window
10.周玉秀(20150600)。創造師生幸福感的課程。臺灣教育評論月刊，4(6)，101-106。  延伸查詢new window
11.Dubroja, K.、O'Connor, M.、Mckenzie, V.(2016)。Engaging parents in positive education: Results from a pilot program。International Journal of Wellbeing，6(3)，150-168。  new window
12.Chen, Z.(2018)。The origin, present situation and prospect of positive education: Based on the perspective of positive psychology。International Journal of Education, Culture and Society，3(2)，28-33。  new window
13.Ferguson, L.(2018)。Could an increased focus on identity development in the provision of children's services help shape positive outcomes for care leavers? A literature review。Child Care in Practice，24(1)，76-91。  new window
14.Hoare, E.、Bott, D.、Robinson, J.(2017)。Learn it, live it, teach it, embed it: Implementing a whole school approach to foster positive mental health and wellbeing through positive education。International Journal of Wellbeing，7(3)，56-71。  new window
15.Norrish, J. M.、Williams, P.、O'Connor, M.、Robinson, J.(2013)。An applied framework for positive education。International Journal of Wellbeing，3(2)，147-161。  new window
16.Rijavec, M.(2014)。Should happiness be taught in school。Croatian Journal of Education，17(1)，229-240。  new window
17.Lyubomirsky, S.、King, L.、Diener, E.(2005)。The benefits of frequent positive affect: Does happiness lead to success?。Psychological Bulletin，131(6)，803-855。  new window
18.謝傳崇(20110800)。校長正向領導對教師教學影響之研究。教育資料與研究，101，59-82。new window  延伸查詢new window
19.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
20.Seligman, Martin E. P.、Ernst, R. M.、Gillham, J.、Reivich, K.、Linkins, M.(2009)。Positive education: Positive psychology and classroom interventions。Oxford Review of Education，35(3)，293-311。  new window
21.Amabile, T. M.、Barsade, S. G.、Mueller, J. S.、Staw, B. M.(2005)。Affect and Creativity at Work。Administrative Science Quarterly，50(3)，367-403。  new window
22.Anderson, N.、De Dreu, C. K. W.、Nijstad, B. A.(2004)。The reutilization of innovation research: A constructively critical review of the state-of-the-science。Journal of Organizational Behavior，25(1)，147-172。  new window
23.Huhtala, H.、Parzefall, M.(2007)。A review of employee well-being and innovativeness: An opportunity for a mutual benefit。Creativity and Innovation Management，16(3)，299-306。  new window
圖書
1.Rallis, S. F.、Goldring, E. B.(2000)。Principals of dynamic schools: Taking charge of change。Thousand Oaks, CA：Corwin Press。  new window
2.韓佩凌、陳柏霖(2017)。正向心理學的理論與實務：幸福人生的新視野。臺北市：雙葉。  延伸查詢new window
3.湯國鈞、姚穎詩、邱敏儀(2010)。喜樂工程--以正向心理學打造幸福人生。香港：突破。  延伸查詢new window
4.Boniwell, I.、Ryan, L.(2012)。Personal well-being lessons for secondary schools: Positive psychology in action for 11 to 14 year olds。New York, NY：Open University Press。  new window
5.World Health Organization(2011)。Addressing the social determinants of health: The urban dimension and the role of local government。Københave：WHO Regional Office for Europe。  new window
6.Seligman, M. E. P.(2011)。Flourish。London：Nicholas Brealey。  new window
7.謝傳崇(2012)。校長正向領導：理念、研究與實踐。臺北市：高等教育公司。new window  延伸查詢new window
其他
1.Ikeda, D.(19960616)。Columbia daigaku deno SGI kaicho no koen，http://www.daisakuikeda.org/main/educator/edu/edu-10.html#sdendnotelanc。  new window
2.Ong, C. L.(2013)。Towards positive education: A mindful school model，https://repository.upenn.edu/cgi/viewcontent.cgi?article=1044&context=mapp_capstone。  new window
3.Csikszentmihalyi, Mihaly(1992)。Flow: The Psychology of Optimal Experience. New York, NY:。  new window
圖書論文
1.Nakamura, J.、Csikszentmihalyi, M.(2014)。The concept of flow。Flow and the Foundations of Positive Psychology: The Collected Works of Mihaly Csikszentmihalyi。Springer。  new window
2.Escamilla, H.(2017)。Universidad Tecmilenio, Mexico。The state of positive education。  new window
 
 
 
 
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