情意教育的課程設計-以國中八年級輔導活動網路人際互動課程為例
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2021
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在12年國民教育精神中著重自發、互動、共好，而國中的輔導活動課中「互動」的本質佔了相當大的比例，輔導活動的課程期望能夠深入學生的情意，達到學生內心所需，然而情意教育的態度養成難以在短時間內具體評量，而研究者在情意教育課程設計的原理原則尚無法掌握，但隨著時代的劇變，青少年的人生大事-網路人際議題，是不能不討論的議題，因此研究者希望能利用行動研究，改善在教學現場遇到的問題。
本行動研究旨在探討透過情意教育的課程設計模式，設計一套建立正向網路人際互為例的教案，期望藉由課程的實施、學生的回饋、教師的省思了解及分析教學歷程中的師生互動，透過行動研究，解決研究者在教學現場遇到的困境，並且探討提升影響學生情意層面動機的可能性，以供其他教師參考。
研究對象為台北市W國中八年級的學生，研究者經由文獻的統整後自編一套以「溝通理性感性」教學模式為主的建立正向網路人際互動課程教案，一共四堂課程，並進行兩次的課程循環，在教學過程中透過學生學習的成果、學習回饋單、教師觀察記錄、教師省思札記、訪談等資料，進行分析，以了解教學實施的狀況，並進行反思與課程循環的修正。
研究實施後發現實施網路人際互動情意教育課程的輔導活動課教學，
一、溝通理性感性的教學模式能夠有效運用在建立正向網路人際互動課程的教學上。
二、情意教育的課程設計會影響學生情意層面的動機：提升學生關懷、尊重、寬容、欣賞各個方面的情意態度。
三、藉由行動研究，有助於提升與解決教師教學設計的困境與成長。
In the 12-year national education spirit, spontaneity, interaction, and mutual benefit are emphasized, and the nature of"interaction" in the tutoring activity classes in junior high schools accounts for a large proportion. The tutoring activity courses are expected to penetrate into the students' affection and meet the needs of students. However, the development of the attitude of affective education is difficult to evaluate in a short period of time, and researchers are still unable to grasp the principles and principles of affective education curriculum design. However, with the drastic changes of the times, the major events of young people’s lives-Internet interpersonal issues, cannot Issues that are not discussed, so researchers hope to use action research to improve the problems encountered in the teaching site. This action research aims to explore the curriculum design model of affective education and design a set of teaching plans to establish positive internet interpersonal interaction as an example. It is expected that through the implementation of the curriculum, students’ feedback, teachers’ reflection and understanding and analysis of the teaching process The interaction between teachers and students, through action research, solves the difficulties encountered by researchers in the teaching scene, and explores the possibility of improving the motivation of students’ affective level for reference by other teachers. The research object is the eighth grade students of W Middle School in Taipei City. The researcher compiled a set of courses based on the teaching model of"Communication Theory and Perceptual " after arranging the literature. There are four courses in total and two course cycles. In the teaching process, analyze the results of student learning, learning feedback sheets, teacher observation records, teacher reflection notes, interviews and other materials to understand the status of teaching implementation, and conduct reflection and revision of the curriculum cycle. After the implementation of the research, it was found that the tutoring activityteaching of the internet interpersonal interaction affection education course was implemented. (1)The teaching model of communication theory can be effectively used in the teaching of establishing positive internet interpersonal interaction courses (2)The curriculum design of affection education will affect the motivation of students' affection level: enhance the affection attitude of students in all aspects of care, respect, tolerance and appreciation. (3)Action research will help improve and solve the difficulties and growth of teachers' instructional design.
In the 12-year national education spirit, spontaneity, interaction, and mutual benefit are emphasized, and the nature of"interaction" in the tutoring activity classes in junior high schools accounts for a large proportion. The tutoring activity courses are expected to penetrate into the students' affection and meet the needs of students. However, the development of the attitude of affective education is difficult to evaluate in a short period of time, and researchers are still unable to grasp the principles and principles of affective education curriculum design. However, with the drastic changes of the times, the major events of young people’s lives-Internet interpersonal issues, cannot Issues that are not discussed, so researchers hope to use action research to improve the problems encountered in the teaching site. This action research aims to explore the curriculum design model of affective education and design a set of teaching plans to establish positive internet interpersonal interaction as an example. It is expected that through the implementation of the curriculum, students’ feedback, teachers’ reflection and understanding and analysis of the teaching process The interaction between teachers and students, through action research, solves the difficulties encountered by researchers in the teaching scene, and explores the possibility of improving the motivation of students’ affective level for reference by other teachers. The research object is the eighth grade students of W Middle School in Taipei City. The researcher compiled a set of courses based on the teaching model of"Communication Theory and Perceptual " after arranging the literature. There are four courses in total and two course cycles. In the teaching process, analyze the results of student learning, learning feedback sheets, teacher observation records, teacher reflection notes, interviews and other materials to understand the status of teaching implementation, and conduct reflection and revision of the curriculum cycle. After the implementation of the research, it was found that the tutoring activityteaching of the internet interpersonal interaction affection education course was implemented. (1)The teaching model of communication theory can be effectively used in the teaching of establishing positive internet interpersonal interaction courses (2)The curriculum design of affection education will affect the motivation of students' affection level: enhance the affection attitude of students in all aspects of care, respect, tolerance and appreciation. (3)Action research will help improve and solve the difficulties and growth of teachers' instructional design.
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情意教育, 網路人際互動, 溝通理性感性, Affection education, Internet interpersonal interaction, Communication Theory and Perceptual