實施正向教學對學生學習歷程及態度影響之行動研究：以一個國中英文科任教師為例

Action Research on the Influence of Positive Teaching on Students’Learning Process and Attitude: An Example of a Junior High School English Teacher

本研究旨在探討一名國中英文教師實施「正向教學」的歷程，以及「正向教學」對學生學習態度的影響。研究者運用正向心理學理論基礎作為教學上的態度取向，來對屏東縣某國中某班共36名九年級學生進行二十週的行動研究。本研究以教師課堂觀察、省思札記、學生學習資料、訪談記錄，以及問卷調查來進行質量的討論與分析。重要的結論為：本研究之正向教學歷程分為「順服、危機、磨合及穩定」等四個階段，在教學歷程中教師可掌握順服的初始效應，訂定明確的課程規範，培養學生正向的學習習慣，秉持溫柔卻堅定、正向但嚴謹的教學態度，以正向的管教替代權威式的嚇阻與命令，並使用幽默的技巧化解衝突；整體而言，「正向教學」對學生學習態度有明顯正向的提升。最後，根據研究結果，提出具體建議，作為實施正向教學提升國中學生英語學習之參考。

"The purpose of this research is to explore the course of an English teacher who implements 'positive teaching' and the impact of 'positive teaching' on students' learning attitudes. The researchers used the theoretical basis of positive psychology as the attitude orientation in teaching to conduct a 20-week action research project on 36 ninth-grade students at a middle school in Pingtung County, Taiwan. This research uses teacher/classroom observations, thoughtful notes, student learning materials, interview records, and questionnaire surveys for quality discussion and analysis. The important conclusion is that the positive teaching process of this study is divided into four stages: submission, crisis, running-in, and stability. Teachers can grasp the initial effects of submission in the teaching process, set explicit curriculum norms, and train students to be positive. By cultivating learning habits, upholding a gentle but firm, positive but rigorous teaching attitude, replacing authoritative deterrence and commands with positive discipline, and using humorous techniques to resolve conflicts 'positive teaching' can be a more than adequate approach. As a result, the students' learning attitude has improved positively. Finally, based on the research results, specific suggestions are put forward as a reference for implementing positive teaching to enhance the English learning of middle school students."