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模組式課程領導專業課程： 「推行校本資優培育課程」 單元五： 資優生的情意教育 教育局資優教育組 二零零六年三月二十五日

模組式課程領導專業課程： 「推行校本資優培育課程」 單元五： 資優生的情意教育 教育局資優教育組 二零零六年三月二十五日. 推行校本資優培育課程 三部曲 ：. 何人 (Who) ？ 知己知彼 為何 (Why) ？ 目標 如何 (How) ？ 策略、方法 內容 資源. 資優生的情意教育需求 及其對 學習成就的影響. 資優教育組 黃雲霞. 甚麼是情意教育？ What is Affective Education ?. 個人情感 (emotion). 社會 (social). 情意教育是：. 與他人的關係

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模組式課程領導專業課程： 「推行校本資優培育課程」 單元五： 資優生的情意教育 教育局資優教育組 二零零六年三月二十五日

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  1. 模組式課程領導專業課程： 「推行校本資優培育課程」 單元五： 資優生的情意教育 教育局資優教育組 二零零六年三月二十五日

  2. 推行校本資優培育課程三部曲： 何人(Who)？ 知己知彼 為何(Why)？ 目標 如何(How)？ 策略、方法 內容 資源

  3. 資優生的情意教育需求及其對學習成就的影響 資優教育組 黃雲霞

  4. 甚麼是情意教育？What is Affective Education ?

  5. 個人情感 (emotion) 社會 (social) 情意教育是： 與他人的關係 (Relations with others)

  6. 九個共通能力 高層次思維技巧 創造力 個人及社交能力 資優教育三元素

  7. 為甚麼資優生需要情意教育？

  8. Maslow’s hierarchy of needs

  9. The love and affective and belongingness needs The needs for affectionate relations with people ( giving and receiving ; expressing and responding ), for a place in his group.

  10. 個人情感 (emotion) 社會 (social) 情意教育是： 與他人的關係 (Relations with others)

  11. The love and affective and belongingness needs The needs for affectionate relations with people ( giving and receiving ; expressing and responding ), for a place in his group.

  12. 認識資優生的情意特質 收看

  13. Hollingworth (1931) suggested that Gifted children are particularly vulnerable between the ages of four and nine,…… ‘To have the intelligence of an adult and the emotions of a child combined in a childish body is to encounter certain difficulties.’ (inter-relationshipof cognitive complexityand emotional intensity).

  14. The emotional aspects of giftedness ‘Giftedness is a greater awareness, a greater sensitivity, and a greater ability to understand and transform perceptions into intellectual and emotional experiences’ Roeper (1982)

  15. 理智Sense 與and 情感sensibility Mind Feeling

  16. 資優兒童在情意方面的特徵 (一) • 主動學習及酷愛探索四週環境 • 擁有強烈的幽默感和機智 • 對社會有承擔 • 對人際交往有高度敏感性 • 情緒容易波動 • 難容忍不稱心的人和事 • 主觀性強

  17. 資優兒童在情意方面的特徵 (二) • 幻想力豐富 • 善解人意 • 思想成熟 • 完美主義 • 易感沮喪和力不從心 • 愛挑戰傳統 • 與成年人發生衝突

  18. 資優兒童在情意方面的特徵 (三) • 被視為高傲 • 故意表現差以換取同儕接納 • 感到孤寂 • 缺少「童真」 • 愛發號司令 • 害怕失敗 • 逃避努力 • 自我埋怨及批評

  19. 資優生情意教育需求對學習成就的影響

  20. Degree of relative satisfaction “ If one need is satisfied, then other emerges. ” • Illustration with arbitrary figures

  21. Concept of emergence A gradual emergence by slow degrees from nothingness.

  22. The esteem needs (I) A need for a stable, firmly based, high evaluation of themselves, for self-respect, or self-esteem, and for the esteem of others.

  23. The desire for Strength Achievement Adequacy Confidence in the face of the world Independence and freedom The desire for Reputation as prestige Recognition Attention Importance on appreciation The esteem needs (II)

  24. Satisfaction of the esteem needs Leads to feeling of • self-confidence • worth • strength • capability • adequacy of being useful and necessary in the world

  25. Hindrance of the esteem needs Produces feelings of • inferiority • weakness • helplessness

  26. Degree of relative satisfaction “ If one need is satisfied, then other emerges. ” • Illustration with arbitrary figures

  27. The desires to know and to understand Acquiring knowledge and systematizing the universe have been considered as techniques for the achievement of basic safety in the world, or , for the intelligent man, expressions of self-actualization.

  28. 推行校本資優培育課程三部曲： 何人(Who)？ 知己知彼 為何(Why)？ 目標 如何(How)？ 策略、方法 內容 資源

  29. 分組討論 休息 分組討論滙報

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