以正向心理學建構情意教育之行動研究

The Construction of an “Affective Education”Curriculum for Fourth-Grade Taiwanese Students

本研究主要目的有二：（1）以正向心理學內涵-樂觀、正向情緒、正向意義建構適合國小學童學習之情意教育課程。（2）以行動研究方式探討此一課程對國小四年級學生樂觀、正向情緒、正向意義信念之影響，並從中了解師生互動的歷程。本研究採用行動研究方式進行，以翡翠國小四年愛班學生作為研究對象，透過隱喻故事、軼事隱喻及活動來設計課程，研究重點在探究透過長期深入的討論、觀察、反省及蒐集資料，瞭解實施中學生的反應、感受和心得及課程實施過程中產生的問題，經由研究者、協同研究者及批判諍友的討論與澄清後深入檢討、反省和修正。最後，研究者歸納研究結果，提出研究結果之省思，作為教學應用及未來研究之參考。

The purposes of this study were: (1) to design a curriculum for fourth-grade students based on the “affective” approach to education， that is， a curriculum which will stimulate an optimistic， positive attitude toward life and learning; (2) to use a qualitative method to analyze the effects of this affective curriculum on fourth-grade students and more specifically on the interaction between teachers and students. The subjects of the study were a group of fourth-grade students from one public primary school in Taipei County. The “teaching time” for the project was taken from students’ rest time and free periods. The researchers discussed what was going on in terms of affective interaction during the actual classes. The data were collected from observation， inventories， document analysis， and written， audio and video recordings. Using the qualitative method， the interactions between teacher and students could be observed and recorded in detail. The results of this study support the researchers initial assumption that we need a more affective and thus also effective， interaction-centered curriculum for fourth-graders in Taiwan. Suggestions for future research are also made here.