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Dissertations / Theses on the topic '情念'
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奥田, 太郎. "ヒューム哲学における情念と倫理." 京都大学 (Kyoto University), 2006. http://hdl.handle.net/2433/144305.
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Kyoto University (京都大学)0048
新制・課程博士
博士(文学)
甲第11966号
文博第339号
新制||文||462(附属図書館)
23779
UT51-2006-C646
京都大学大学院文学研究科思想文化学専攻
(主査)助教授 水谷 雅彦, 教授 内井 惣七, 助教授 出口 康夫
学位規則第4条第1項該当
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飛鳥井, 雅友. "ゴットフリート・ベンにおける抒情的自我の概念について." 京都大学 (Kyoto University), 1997. http://hdl.handle.net/2433/202136.
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悠, 藤本. "文化情報学および理念型モデル化分析法に関する基礎的研究 : 文化情報学における諸概念と方法について." Thesis, https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB10356876/?lang=0, 2010. https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB10356876/?lang=0.
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山田, 悠至. "暴力の時代における情念の浄化装置としての絵画." 名古屋大学高等教育研究センター, 2012. http://hdl.handle.net/2237/16116.
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松村, 良祐. "自己愛と他者愛の関係―トマス・アクィナスにおける「愛の問題」の一側面―." Kyoto University, 2019. http://hdl.handle.net/2433/245289.
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竹中, 利彦. "デカルトにおける知性と感覚経験,情念との関係-数学,自然学,道徳を通して." 京都大学 (Kyoto University), 2003. http://hdl.handle.net/2433/148243.
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小川, 淳平. "退職給付会計の諸概念と整合性の研究 : 退職給付に係る会計情報の特徴." 京都大学, 2007. http://hdl.handle.net/2433/136059.
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宮本, 淳. "<彙報>高機能広汎性発達障害の感情認知 : 状況刺激と感情概念の関連から(平成 9 年度発達臨床学専攻修士学位論文概要)." 名古屋大学教育学部, 1998. http://hdl.handle.net/2237/2929.
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明男, 井田, and Akio Ida. "情報システム開発に向けた日本語要求記述からの概念モデルの構築とその活用に関する研究." Thesis, https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB13128129/?lang=0, 2019. https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB13128129/?lang=0.
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本研究は，情報システム開発に向けて，(1) 日本語要求記述からより良い概念モデルを構築すること，(2) 構築した概念モデルを開発の要求定義以降の作業分野においても有効に活用すること，をテーマとした研究である．本研究では，概念モデルを，「業務を成立させる本質的な要素を，業務プロセスの側面，および，業務プロセスで扱うオブジェクトの側面から抽出し，それらを時間的，あるいは空間的に配置した，組織的かつ実装独立ではあるが実装にストレートに変換可能なモデル」，と定義する．This research is aimed at the field of information system development. Its themes are : (1) constructing a better conceptual model from Japanese requirements description, and (2) utilizing the constructed conceptual model effectively in the disciplines after development requirement definition. The definition of the conceptual model in this research is: a group of elements arranged in time and/or space. These elements are the essential objects that make up business from the side of the process and the side of the knowledges handled in the process. The model can be converted to the implementation model straightforwardly but independent from its implementation.
博士(工学)
Doctor of Philosophy in Engineering
同志社大学
Doshisha University
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真文, 櫻井, and Masafumi Sakurai. "前期フィヒテの意志論の全容." Thesis, https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB13106241/?lang=0, 2019. https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB13106241/?lang=0.
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本論文は、ヨハン・ゴットリープ・フィヒテ（1762-1814年）の哲学、特に彼の前期思想において意志論が体系上中心的かつ原理的な位置を占めることを踏まえ、その意志論の全容を解明することを主題とするものである。その解明に際しては、意志を理性的存在者の欲求能力として単に概念規定するに留まらず、意志の発現様式を究明することを試み、最終的には、人間存在固有の行為様式についての洞察が獲得された。Die Dissertation behandelt eine Philosophie (Wissenschaftslehre) von Johann Gottlieb Fichte (1762-1814), besonders seine frühe Willenstheorie (1792-1799), die Fichte als grundlegend und zentral in seinem philosophischen System betrachtet. Um die Theorie des Willens zu ermitteln, habe ich einen Wille als das Begehrungsvermögen von vernünftiger Wesen genau bestimmt, dann die Äußerungsformen des Willens erforscht. Zum Schluß wurde eine Einsicht in die eigentliche Handlungsweise des Menschen erworben.
博士(哲学)
Doctor of Philosophy
同志社大学
Doshisha University
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小柳, 正司. "教育過程における認識と感情の統合 : 融合教育(Confluent Education)の理論と実践(紀要30集記念 教育学部教官論文)." 名古屋大学教育学部附属中学校 : 名古屋大学教育学部附属高等学校, 1985. http://hdl.handle.net/2237/4775.
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藤垣, 由美. "<彙報>登校回避感情と友人関係ストレッサーとの関連について : 自己概念と対処方略の視点から(平成 7 年度発達臨床学専攻修士学位論文概要)." 名古屋大学教育学部, 1996. http://hdl.handle.net/2237/4026.
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CHEN, CHANG-MING, and 陳昌明. "六朝「緣情」觀念研究." Thesis, 1987. http://ndltd.ncl.edu.tw/handle/96658488973845585648.
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王佳玲. "大學生情緒智力信念、創造力信念與情緒智力、創造力之關係." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/53191385910893917341.
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林智偉. "慾念象徵-兩性情愛的冥思." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/60161676733009580435.
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Chi, Huang Mei, and 黃梅琪. "母親後設情緒理念與兒童情緒適應之分析研究." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/74069207038573508216.
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碩士臺中師範學院
諮商與教育心理研究所
93
Abstract The purpose of this study is to analyze mother’s meta-emotion philosophy and children’s emotional adjustment in order to understand the actual interaction between mother’s meta-emotion philosophy and children’s emotional adjustment so as to find out any possible relation between these two. This study took qualitative approaches, chose four pairs of mother and children, used observation, interviewing method and children’s emotion diaries to collect the data and conducted content. The findings included as follows. 1. In the aspect of mother’s meta-emotion philosophy, it is found that： （1）Mother’s feelings and thoughts of emotions and her concept and inclination will affect her patterns of dealing with her own emotions. And mother’s strategies to handle emotions can be traced back to the parent-children interaction experience between her and her parents. （2）The construct of mother’s meta-emotion includes “awareness” and ”coach” two dimensions. Mother who is aware of the emotions of herself and her child can not only describe her child’s emotion experience in details, but her responses, and coach methods are also helpful for the children to possess healthy emotional adjustment; and vice versa. 2. In view of children’s emotional adjustment, it is found that： （1）Children who can acutely perceive the emotions of themselves and others tend to be more sympathetic. In facing of symptoms of environment, they are more pre-active in comparison with those who can not, for whom are more egocentric. （2）Children who have better ability to express emotions wear smiles frequently and are amicable and open-minded. On the contrary, those who lack of the ability to communicate their emotions are agitated, tend to be on the verge of breaking out, and order others harshly. （3）Children with better emotion control ability can restrain impulse, put off satisfaction and focus on problem-solving. Unlikely, those who with limited ability to control emotions tend to be impulsive and impatient. They can not wait or accept criticism and vent their emotions arbitrarily. （4）Children who can properly respond to others’ emotional demand and be able to communicate softly tend to possess harmonious interpersonal relationship. On the other hand, children who fail to take others’ feeling into consideration treat people strictly and stay alone constantly. 3. The results of the study are concluded： （1）Children either imitate mother’s ways to build up their patterns of handling emotions or form their methods under the permission of their mothers. This indicates mother’s emotion control and handling strategies will be assimilated and imitated by their children and imitated. Or, children’s accidental exposure of feeling might be accepted by their mother and gradually become their habits of dealing with emotions. （2）Mother’s perception toward the influence of negative emotions will affect children’s interpersonal emotions. Shall mother be aware of aforementioned mental mechanism, they will be more willing to take conscientious and careful attitudes on emotion related issues and spend much more time with their children on exploring the strategies of dealing with negative emotions and how to increase positive emotion experience in daily life. （3）Mother’s meta-emotion will have comprehensive impact on children’s emotional adjustment. If mother can re-evaluate and construct positive meta-emotion philosophy, their children will have healthier emotional adjustment ability. Key words： meta-emotion philosophy、emotional adjustment
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XU, BAO-YU, and 許寶玉. "兒童混合情緒概念的發展研究." Thesis, 1992. http://ndltd.ncl.edu.tw/handle/96319614869025251559.
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Kuang, Lu Hung, and 呂弘光. "「情景交融」觀念之理論架構及作用." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/45860422207160646143.
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chuen-bin, Tsai, and 蔡仲彬. "國中生無理數之概念感及情意現象." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/75311906513878510193.
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蔡淑華. "情緒涵養理念取向的情緒教育行動研究－－以國小六年級為例." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/40001553512071499218.
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碩士國立東華大學
國民教育研究所
98
The purpose of this study was to develop a curriculum, which imposed the notion of “Emotional Cultivation Approach” of emotional education into the teaching of Elementary School in a Sixth-Grade classroom. The researcher also made use of incidental emotional events in the emotional curriculum. The emotional curriculum helped students understand emotions and also promote the students’ emotional awareness, emotional recognition, emotional expression, and emotional regulation/transformation. The final goal was to be a master of one’s own emotions. Through the cycles of action research, this research developed the following outcomes: 1.the instructional models and activities appropriate for the emotional education include: thematic instructional activities, meditative activities, two-way communication activities, integration and induction activities. 2. raising the attention, and cultivating students’ positive and negative emotions a lot by the meditation. 3. “dynamic emotional awareness checklist” promotes students’ emotional abilities gradually, and it is an important evaluation tool for emotional education. 4. the teacher holds the six instructional principles and teaches by making good use of incidental emotional events, then sets up the appropriate model for the immediate handling of negative emotional events in the classroom to solve interpersonal conflicts. In addition, the thesis recorded the difficulties and introspection throughout the action research. At the same time the study also explored the influences of the emotional curriculum on the teacher and students’ emotional cultivation.
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Ming, Huang Hsin, and 黃新明. "台東念真情』－黃新明人文紀實攝作品賞析." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/ckg7d8.
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碩士國立臺東大學
進修部美術產業發展碩專(夜間班)
97
The preservation of documentary photography plays an important role in the development of local society and culture. Under the current circumstance, the landscape of Taitung is a major target of photography art, and humanity seldom becomes the theme of documentary photography of life. To resume the nature of photography,
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Huang, Tian You, and 黃天佑. "行銷觀念情境下行銷組織疆界界定之研究." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/88578694805053616133.
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褚威杰. "我國國小三年級學童三角形概念之認知情形." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/34630754933545051465.
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碩士國立新竹師範學院
數理研究所
91
The study of Triangle Concept of Third-grade Students in Taiwan. Abstract The primary purpose of the study is to investigate students’ concept images of triangles, right triangles, equilateral triangles and isosceles triangles. Besides, we have also built the cognitive levels of equilateral triangles and isosceles triangles. The sample is 28 3rd-grade-students from DaDa elementary school in Hsin-Chu city, Taiwan. The research design we have employed is the single-sample-post-only methodology, and our findings are: 1. The orientation of those triangles does not have much effect while students recognize them; however, the shape of the triangles does. 2. The orientation of those right triangles does have much effect while students recognize them. 3. The orientation of those equilateral triangles does not have much effect while students recognize them; students are usually confused isosceles triangles with equilateral triangles. 4. The orientation of those isosceles triangles does have much effect while students recognize them; nevertheless, the shape of the isosceles triangles does not. 5. The cognitive levels of the equilateral triangles and the isosceles triangles are developed in the study. Keywords: Concept of triangles, Cognitive level, Elementary School.
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XU, GAO-FENG, and 徐高鳳. "情感教育課程對國小兒童自我概念影響之實驗." Thesis, 1991. http://ndltd.ncl.edu.tw/handle/95599057997927897898.
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Chen, Kuan Chou, and 陳冠州. "國小二年級兒童空間定位概念的個案研究：真實情境與GSP情境的活動類型." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/48910456357844838263.
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碩士國立台北師範學院
數理教育研究所
91
Abstract The purpose of the study is to investigate a second-grade child''s concept of spatial orientation. Shou-Hao (pseudo name), was interviewed twelve times via the method of teaching interview. The researcher explored how Shou-Hao developed his concept of spatial orientation. Analysis of collected data revealed that he was able to perform spatial orientation in the following ways: 1.Pointing out a direction in terms of the character of observer himself or the object to be observed. 2.Pointing out a relative direction between two objects by locating himself to difference references. 3.Using a sensory-measurement method to compare the difference between two distances and then measuring it by taking two basic units. 4.Creating multi-measurement units. 5.Considering distance as the length of a path from moving one object to another one. 6.Verifying a position through the direction, distance, or length. 7.Representing a region by left/right and front/back sides. 8.Describing a relative direction between two objects through referring to different positions. Based on the above findings, the researcher made evaluation and reflections certain recommendations relating to research problem, curriculum, instruction, and assessment were made.
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Chao, Chun-Pei, and 趙君培. "國三學生對分佈特徵與分佈概念了解情形之研究." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/86409303551236396323.
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碩士國立臺灣師範大學
科學教育研究所
97
Modern society is abundant with quantitative information. To be an effective member of the society, every citizen should have basic statistics knowledge and skill. Distribution is a core concept in statistics, those who understand it well will know a lot about the data they have at hand. The main purpose of this study was to explore ninth graders’ understanding of the concept of distribution and its characteristics. Based on their performances, this study would then analyze and reflect on the arrangement of the content on distribution in the Guidelines of Mathematics Learning Area in Grade 1-9 Curriculum. A self-designed questionnaire on the concept of distribution was validated on a group of 276 ninth graders’ in the Taipei Area. Further analysis revealed the following results: 1. Students’ performance in items related to the concept of central tendency was inferior to their ability in finding the central tendency indices. 2. Students’ performance in items related to the concept of variation was inferior to their ability in computing the variation indices. 3. Students were weak in their understanding of the shape of a distribution. 4. Students were not good at describing the distribution of a data set. Furthermore, most of them would only used one of the characteristics of a distribution to describe the distribution. 5. If students were not given all of the data values, most of them could not represent the distribution using appropriate statistical graphs. As mentioned above, students were proficient in computing the indices of center and variation, but they were weak in their understanding of the concept in distribution. Based on these findings, this author analyzed and reflected on the arrangement of the content on distribution in the Grade 1-9 Curriculum and offered the following suggestions: 1. The content on the concept of distribution together with its characteristics should be increased and be more organized in the curriculum. 2. The various characteristics of a distribution should be emphasized in the curriculum, especially with respect to the shape of a distribution.
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莫惠玲. "理情團體輔導對單親兒童自我概念輔導效果之研究." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/70582490650329297814.
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Zeng, Xiu-Qing, and 曾秀卿. "高齡者非理性信念、社會支持與情緒困擾之關係研究." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/46307713169684414089.
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WANG, CHUN-JUAN, and 王純娟. "內外控人格與情緒成熟對大專教師婚姻信念之影響." Thesis, 1990. http://ndltd.ncl.edu.tw/handle/53175595071173811956.
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XIE, SHU-LING, and 謝淑玲. "理情團體諮商對國小高焦慮兒童理性思考、焦慮發反應、自我概念及內外控信念的影響." Thesis, 1990. http://ndltd.ncl.edu.tw/handle/07588647992470956922.
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葉康祥. "以類比橋實驗探討學生受力情形與運動方向概念改變之歷程." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/48553057032753243420.
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李宗憲. "援交少女與性交易、色情業少女、一般少女之自我概念比較研究." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/78204073715892406063.
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許晴閔. "國小兒童知覺父母情緒智力與兒童樂觀信念、幸福感之相關研究." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/31387995710181295878.
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碩士國立高雄師範大學
輔導與諮商研究所
96
The main purpose of this study was to investigate the relationships among the perception of parents’ emotional intelligence, the optimistic beliefs, and the well-being of the elementary school students. This study adopted methods of survey research, and the study samples included 954 students in the sixth grade of elementary school in Kaohsiung City. The instruments used in this study included four parts as follows: Basic Information, The Perception of Parents’ Emotional Intelligence Scale, Children’s Optimistic Beliefs Inventory, and Well-being Scale. All the data were analyzed by SPSS for Windows 12.0. The statistic methods adopted in this study were t test, one-way ANOVA, Pearson product moment correlation, two-way ANOVA, and multiple regression analysis. The conclusions of this study are as follows: 1. The perception of parents’ emotional intelligence of the elementary school students is mainly distributed at middle-high level. The score on the part of the “social relationships” is the highest, and the score on the part of the “empathy” is the lowest . 2. The optimistic beliefs of the elementary school students are mainly positive. 3. The well-being of the elementary school students is mainly distributed at middle level. The score on the part of the “interpersonal harmony” is the highest, and the score on the part of the “self-confidence” is the lowest . Elementary school students at the middle family-social-economic-status are better in the “interpersonal harmony” than those at the low family -social-economic-status. 4. The total score and the respective part on the perception of parents’ emotional intelligence, the optimistic index, and the well-being of the intact families students are all higher. 5. The total score and the respective part on the perception of parents’ emotional intelligence, the optimistic beliefs, and the well-being are different among different family-social-economic-status. 6. The elementary school students with better perception of parents’ emotional intelligence get higher scores on the optimistic beliefs, and the well-being；and those with better optimistic beliefs get higher score on the well-being. 7. The “life feelings”, “life satisfaction”, and well-being of the elementary school students are under the influence of both of their perception of parents’ emotional intelligence and the optimistic index. 8. The “interpersonal harmony” of the elementary school students is under the influence of both of their perception of parents’ emotional intelligence and the optimistic beliefs. 9. The beliefs of the“ being confident of positive outcomes” is most important to the predictability of the elementary school students’ “self-confidence”, “life feelings”, “interpersonal harmony”, “life satisfaction” and the well-being. Based on the results of this study, these findings can provide suggestions to parents, teachers, parental education, and further researches.
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曾琬雅. "現實治療團體諮商對受霸凌國中生自我概念與憂鬱情緒效果研究." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/46008777654517030066.
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曾振家. "國小五年級學生在動態多重表徵情境下建構分數加法概念之研究." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/28345235423427070816.
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碩士臺南師範學院
教師在職進修數學碩士學位班
90
In Elementary Mathematics curriculum, materials for the operation of “fraction” have always intimidated student learning. Many students do not understand its meaning but mimic teachers’ problem-solving strategies. Constructivists treat students as subjects for cognition and emphasize the activeness and constructiveness in cognition. Therefore, the final goals for all instructional strategies are to guide students in constructing an individualized body of knowledge by themselves. Technology has constantly advanced itself. The introduction of Windows interface enables us to use a mouse for manipulating icons. The phenomena of putting students in constant control of abstracting the invariance from variances may well comply with the active spirit of constructivism. Traditional computer-assisted instructional (CAI) design focuses mainly on drills and question displays and stresses upon computer-managed tutorials or programmed learning, and is in fact not compatible with the new curricula. Consequently, in view of CAI as instructional and learning tools, where the computer serves as an instrument, teachers may see the urgent needs of designing instructional instruments or student helpers in accordance with the features of curriculum and materials. Thus, this study takes the addition of fractions as contents of instruction to construct dynamic-linking examples of multiple representational learning situations. A teaching experiment was conducted. After four weeks, the results showing that the performance of fifth experiment graders were significant outstanding than the compared students.
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KUO, TSUNG-CHI, and 郭從吉. "犯罪青少年的非理性信念、內外控人格特質與生氣情緒關係之研究." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/17163760804954669093.
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謝宜玲. "在課堂討論情境下國一學生文字符號概念及運算相關法則的認知." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/37660446468934167319.
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陳莉萍. "一位國小五年級兒童的平面線對稱前置概念－實際與GSP情境中的意義." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/93365313256942407677.
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碩士國立台北師範學院
數理教育研究所
90
The study was aimed at exploring a fifth grader’s pre-concepts of plane line symmetry. Shou-Jue (pseudo name), the participant, had been interviewed eleven times via the method of teaching interview. Properties of Shou-Jue’s pre-conceptions of plane line symmetry are summarized as the followings: 1. The emergence of mirror axis enforces the relationship between line symmetry activities and mirror activities. 2. Shapes on the one side of the symmetry axis are congruent to their corresponding shapes on the other side. 3. The length between every pair of corresponding points are bisected the symmetry axis. 4. The lines joined by every pair of the corresponding points are not perpendicular to the symmetry axis. 5. On finding the location of corresponding points within the grid context, horizontal as well as vertical movement, as major strategies that had been employed. 6. There was an inclination of setting maximum graph boundary before graphing. 7. Within GSP environment, dynamical dragging lines on the screen so as to certain locations of corresponding points. 8. Adjusting the mirror axis into horizontal position for simplifying the problems that teacher posed. 9. While searching the direction of symmetry axis, most strategies are either searching vertically, or horizontally, or diagonally. 10. In anticipating graph changes resulted from the movements of mirror axis, lack the ability of conceptualizing the relationship of the relating movements between shapes from both sides of the symmetry axis.
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Wang, Shin-Wen, and 王士文. "探究不同電腦模擬使用情境對概念學習的影響：以七年級遺傳單元為例." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/02903855654764384171.
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碩士國立臺灣師範大學
科學教育研究所在職進修碩士班
97
This research focuses on the “Genetics” lesson unit of a Nature Science course in the 7th grade of the junior high school level. The student achievements in different groups with different teaching approaches are measured in the same computer simulation software comparing the differences in concept development, attitude, and dialogue analysis. There are 145 objects divided into two groups of different teaching approaches. The group with teacher demonstration has 72 students while the group with self- navigation has 73 students. A team of two students uses a computer in the computer classroom. The research tools are: A genetics achievement test, a two-tier genetics concept diagnostic test, a survey of information-integrated reaction in attitude toward teaching, and computerized recording of navigations and actions taken by the objects, etc. The results of two-coefficient variance analysis (test and teaching approach) indicate that the two groups, i.e., the teacher-demonstration group and the self-navigation group, progress well and achieve with significance difference in post test and retention test within the group. However, there is no significant difference between the two groups. This shows that the two teaching approaches enable the students to learn genetics to achieve their potential. However, in further analysis of the concept categories, the approach of self-navigation helps students more in learning genetics concepts. In the post test and retention test, the high-achieving and middle-achieving students in both groups appear to have made significant progress. The low-achieving students in the teacher-demonstration group have lower scores in the retention test than in the post test. This shows that the teacher-demonstration approach does not help the low-achieving students as much in memory retention. Both groups have positive attitude toward the teaching with information integration. The results of two-coefficient variance analysis (degree of reaction in attitude and teaching approach) indicate that there are no interactions between the two coefficients in terms of student achievements and thus show that positive reactions in attitude do not necessarily translate into understanding of concepts. In terms of the behaviors in student dialogue, it has been found that the students in the self-navigation group pay more attention to probing of the questions that are in the lesson plan and hence are better off in changing their genetics concepts. Low-achieving students in the teacher-demonstration group tend to deviate outside the lesson plan in their discussion dialogue, thus have their performance affected.
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Chang, Ping-Hsin, and 張冰心. "中高齡女性自我概念轉化學習情形之研究－以新北市樂齡學習中心為例." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/66391993316033090308.
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碩士國立臺灣師範大學
社會教育學系
104
The main purpose of this study was to explore the middle- aged and older females’ self-concept and transformative learning as well. The target subjects were from a learning center for aged people in New Taipei City. In-depth interview was used in this study to collect data and three females were recommended and invited as the subjects for this study. Major findings of this study were as follows: 1. The subjects’ original self-concepts were varied. Nevertheless, the mental self-concept and social self-concept were somewhat weak in general. 2. The subjects’ self-concepts were deeply affected by their original family and their marital life respectively. 3. Retirement, jobless and children grown-up events in life were the turning points that triggered their participation in learning programs for the aged. 4. The subjects’ self-concepts transformative learning were influenced by courses planning, learning interactions, family supports, and encouragement from peers and teachers etc. 5. To attend learning programs for the aged could help subjects reflect their original self-concepts and facilitate transformation. 6. Thru role playing in drama courses, the subjects undertook positive attitudes toward their out looking and physical health, furthermore, to promote their self- confidence. 7. Thru participating in volunteer groups in learning center for aged to serve others, the subjects’ social self-concept were enhanced gradually.
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簡頌沛. "從情境認知師徒制的觀點，探討科學實習教師的信念、知識與實務之轉變." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/52991939117789735220.
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羅欣怡. "桃竹苗四縣市國中導師情緒智力內外控制信念與班級經營效能之研究." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/44496595394557205715.
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碩士國立彰化師範大學
輔導與諮商學系所
93
A Study on the Relationship among Teacher’s Emotional intelligence, Locus of control, and Classroom management efficiency of junior high school Shin-Yi Lo Abstract The main purpose of this study was to examine relations among variables, Teacher’s Emotional Intelligence, Locus of control, and Classroom management efficiency. In addition, this study also investigates differences within background variables of teachers in above three aspects. The research was conducted by questionnaires collected from756 junior high school teachers in Taoyuan county, Hsinchu county, Hsinchu city, Miaoli county. The research tools included, Teachers’ Emotional intelligence scale, Locus of control scale and Teachers’ classroom management efficiency scale. The data were analyzed by the statistical methods of descriptive statistics, MANOVA, ANOVA, Pearson’s product-moment correlation, and multiple stepwise regression analysis. The major results of the study were as follows: 1. At present junior high school, teachers had higher level of emotional Intelligence , belief of internal control and higher level of classroom management efficiency. 2. There were significant differences within gender, age, marriage, and years-of-teaching in emotional intelligence. 3. There were significant differences within age, marriage, and years-of-teaching in locus of control. 4. There were significant differences within gender, age, marriage, and years-of-teaching in classroom management efficiency. 5. Positive correlation between teachers’ emotional intelligence and locus of control was found. Positive correlation between teachers’ emotional intelligence and classroom management effectiveness was found. Positive correlation between teachers’ locus of control and classroom management efficiency was found. 6. The emotional recognition of junior high school teachers could significantly predict the classroom management efficiency According to above findings, the researcher also listed some suggestions to the authorities educational administration, institutions of teacher’s education, junior high school teachers, and future studies. Keywords：Emotional intelligence, Locus of control, Classroom management efficiency.
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梁騏霖. "利用科學漫畫探討不同科學幽默感國三學生對理解科學概念情形之研究." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/54847334402889431099.
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WANG, JO PEI, and 王若旆. "概念驅動作業與知覺驅動作業在意識記憶與無意識記憶中的心情一致性果." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/89162609043569214756.
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碩士輔仁大學
心理學系
89
Most implicit memory researches that used of perceptual driven indirect task didn’t show significant mood congruency effect. Transfer-appropriate procedure approach suggests that perceptual driven involves less semantic process, so the meaning of material can't affect the effect of retrieval. But transfer-appropriate procedure approach doesn’t concern the role of conscious and unconscious memory. Besides, recent mood congruency memory researches that used process-dissociation procedure to separate conscious and unconscious memory often used direct conceptual driven tasks, not indirect perceptual driven tasks. The most important thing is that the results of those researches were contradictious. The main aim of this research was to use post-test dissociation procedure by using indirect perceptual driven tasks and indirect conceptual driven tasks, and to inquire the role of mood on conscious and unconscious memory or perceptual driven and indirect conceptual driven. If the transfer-appropriate procedure approach is correct, the result of indirect conceptual driven tasks won’t show mood congruency effect in both conscious and unconscious memory, but indirect perceptual driven tasks will show significant effect in both conscious and unconscious memory. Experiment 1 used conceptual driven task (free association task), and experiment 2 used perceptual driven task (word complement task). Both experiments manipulated positive or negative mood, word affective valence in study phase, and repetition priming effect. Further, both experiments used post-test dissociation procedure to estimation conscious and unconscious memory. Results of conceptual driven tasks showed significant mood congruency effect in both conscious and unconscious memory, but results of perceptual driven tasks didn’t show significant mood congruency effect in both conscious and unconscious memory. The most substantial finding of this research was that the mood congruency effect in conceptual driven tasks showed different pattern as regards conscious and unconscious memory. Positive mood showed mood congruency effect in both conscious and unconscious memory, but negative mood didn’t show mood congruency effect in conscious memory but only in unconscious memory. These results extended the transfer-appropriate procedure approach, and provided evidence of repression, and discussed the manipulation of mood in consciousness and unconsciousness.
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Zhang, Xiao Qi, and 張肖琪. "理情團體諮商對父母離婚兒童的行為困擾、家庭關係信念與焦慮之輔導效果." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/12535243464709055862.
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余景文. "不同書寫練習對實習諮商師個案概念化、情緒感受及實習現況滿意度之差異比較." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/93221099631455880048.
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博士國立高雄師範大學
輔導與諮商研究所
103
Abstract This study examined the effect of various writing exercises on counseling interns regarding case conceptualization, feeling of emotions, and their level of satisfaction with the status of their internship. A quasi-experimental design was adopted to test 58 full- and part-time counseling interns by using a randomized pretest–posttest control group design. The subjects were divided into 2 groups and wrote once a week for 8 weeks. The experimental group (n = 37) used the psychological displacement paradigm in diary-writing (PDPD) method proposed by Jin (2005), whereas the control group (n = 21) wrote in a general method. A video of counseling simulation case was played before and after the writing exercise, and 3 counseling supervisors evaluated the case records of the counseling interns to scare their case conceptualization ability. Statistical analysis was performed using SPSS Version 15, the results are summarized as follows: (a) Overall, before the writing exercise, the full-time counseling interns demonstrated higher efficacy of case conceptualization regarding “factors related to client problems”, compared with the part-time interns. Female interns demonstrated significantly increased competence than their male counterparts on case conceptualization of “reasons for seeking help”. (b) The full-time counseling interns were significantly better than their part-time counterparts at assessment indicators such as accuracy, elaboration, multidimension, and focus of case conceptualization regarding “factors related to client problems”. Female interns were also significantly more competent than the male interns at “assessment indicators” such as accuracy and elaboration of case conceptualization regarding client problems, and multidimension and focus of case conceptualization regarding “reasons for seeking help”. (c) Excluding the influence of the pretest, after having chosen a PDPD topic for at least 4 occasions followed by counseling sessions or processing of internship-related matters, the scores of the participants employing PDPD and general writing differed significantly in 5 case conceptualization “factors of client background” (e.g., sex, age, and order of birth); physiological factors; assessment of overall adaptability in social, psychological, and occupational function; possible resistance during the change; and outcome of anticipated changes. (d) Scores from using PDPD and general writing did not differ significantly regarding any change in positive emotions among the interns. (e) Scores from using Pre- and post-PDPD and general writing exercises as well as during the PDPD and general writing exercises did not differ significantly regarding any change in negative emotions among the counseling interns. However, when an online form of writing was inconsidered, the scores from using pre-PDPD and general writing exercises and post-PDPD and general writing exercises differed significantly. Furthermore, when the content of the journal affected the emotions of the interns, the scores from using pre-PDPD and post-PDPD exercises differed significantly; thus, PDPD can significantly reduce the negative emotions of counseling interns. (f) Scores from using Pre- and post-PDPD and general writing exercises and during PDPD and general writing exercises do not differ significantly regarding any change in level of satisfaction with the status of the internship. This study addend suggestion as a reference for counseling interns, supervisors, institutes, and researchers. Keywords: psychological displacement paradigm in diary-writing, counseling intern, case conceptualization, feeling of emotion, internship status
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陳旆儀. "高雄市國小高年級體育班與普通班挫折容忍力、非理性信念與情緒智力之比較研究." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/78150779014707214410.
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碩士高雄師範大學
教育學系
98
The study was aimed to explore the contrast of tolerance for frustration, irrational faith and emotional intelligence between athletics and ordinary classes in the fifth and the sixth grades of the elementary school. A questionnaire survey, conducted among students in athletics and ordinary classes of elementary schools in Kaohsiung city, was used in this study and there were 817 effective tested samples collected. The research tools included: “irrational faith measuring scale”, “tolerance for frustration measuring scale” and “emotional intelligence measuring scale”. The data was analyzed by “descriptive statistics”, “t-test” and “one-way ANOVA”. Three findings concerning “tolerance for frustration” were found in our results. First, notable differences of scores on “tolerance for frustration”, whether for the whole or various aspects, between athletics and ordinary classes were found in various classes, grades, sex distinction, and ranking of siblings. Our investigation showed that scores of tested students in athletics classes were higher score than those in ordinary classes. Likewise, those scores of “actions of schoolwork failure” showed the similar trends for various grades. Additionally, sores of “perspective on training for sport contests” for students in different grades and ranking of siblings showed notable difference, too. There were three findings concerning “irrational faith” concluded as following. First of all, notable difference in scores of the whole “irrational faith” was not found between athletics and ordinary classes, but only in the aspect of “excessive expectancy” showed a notable difference in various classes. Secondly, no notable differences of scores on “irrational faith”, whether for the whole or various aspects, between athletics and ordinary classes were found in various grades and different ranking of siblings. Thirdly, no notable difference of scores in the whole “irrational faith” was found; however, notable differences in the aspects of “excessive expectancy”, “excessive anxiety”, and “excessive dependence” were found between athletics and ordinary classes in different sex distinction. Research findings concerning “emotional intelligence’ were summed up as following. No notable differences in scores of “emotional intelligence”, whether for the whole or various aspects, was found between athletics and ordinary classes in various classes, grades, and different ranking of siblings. However, notable differences of scores on the whole “emotional intelligence” was found in different sex distinction. Especially, girls’ scores in both aspects of “inspiration, emotions arising, and thought encouragement” and “introspection, adjustment, promotion, and emotion development”, showed higher score than boys’.
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Lin, Zih-Yu, and 林姿諭. "數學焦慮認知與情意影響數學內在動機、自我概念與成就之模式：以PISA2003香港資料為例." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/23853023501048866151.
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碩士國立政治大學
教育研究所
95
The purpose of the present study was to assess the influence of mathematics anxiety (including the cognitive and affective dimensions), mathematics intrinsic motivation, and mathematics self-concept on mathematics achievement. Participants were 4,397 9th-grade students from Hong Kong who attended PISA 2003 study. The results of confirmatory factor analyses supported the theoretical distinction between cognitive and affective dimensions of mathematics anxiety. The analysis of structural equation modeling confirmed that the cognitive and affective dimensions of mathematics anxiety can predict mathematics achievement through the mediating effect of mathematics intrinsic motivation and mathematics self-concept.
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廖淑芬. "探究式教學對國小四年級學童學習天文概念進展情況-以台北縣汐止地區某國小為例." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/41466171605445703366.
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