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研究生:莊岳霖
研究生(外文):Yue-Lin Chuang
論文名稱:教師參加神經語言程式學(NLP)溝通訓練方案之成效與歷程的研究
論文名稱(外文):A Study of the Learning Effects and Process of the Teachers Attending the NLP Communication Training Program
指導教授:何英奇何英奇引用關係
指導教授(外文):Ying-Chyi Ho
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:教育心理與輔導研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:270
中文關鍵詞:神經語言程式學教師訓練溝通溝通訓練共識分析
外文關鍵詞:neuro-linguistic programmingNLPteacher trainingcommunicationcommunication trainingconsensual qualitative researchCQR
相關次數:
  • 被引用被引用:8
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  • 收藏至我的研究室書目清單書目收藏:6
本研究旨在探討教師參加「NLP教師溝通訓練方案」之學習成效及在課程中的學習歷程為何。
本研究以二十位中小學教師為研究對象,經過三十小時的課程訓練後,再課程結束一個月後,對其中十五名教師進行訪談﹔並採用Hill et al.,(1997)的共識分析研究法(CQR),進行資料分析。研究結果如下:
一、經共識分析的結果,本研究方案的學習成效有六大項,分別是:
(一)解讀的能力:訊息解讀的能力包括﹔
1.辨識能力:辨識的內容包括「眼球移動的線索」、「語詞」與「表象系統的類型」
2.覺察能力:包括自我與他人的「溝通狀態與模式」、「表象系統特徵」的覺察。
3.澄清能力:包括「自我的澄清」與「他人的澄清」。
(二)感官的開發:包括「感官敏銳度」、「感官敏銳度的提昇」與「表象系統的開發」
(三)傳遞的能力:包括自我與他人的「溝通狀態的調整能力」與「傳遞訊息的適配能力」。
(四)關係的改善:包括「接納與包容」、「較能同理想法」與「建立關係」
(五)策略的運用:包括「表象系統的運用」與「其他策略的運用」
(六)資源的提昇:包括「延伸或深化美好經驗」、「效能感」、「信心」、「自我認同」、「方向感」、「信念」
二、根據共識領域的結果,研究者發現本訓練課程的學習歷程共分為六個階段,由先到後,分別為:
(一)認知理解期:特色為「理論化經驗」,而其限制因素為「概念待釐清」與「沒有改變的需要」
(二)嘗試摸索期:包含「不確定性」,而其限制因素為「先備狀態的欠缺」、「舊有模式的攔阻」、「時間的限制」
(三)瞎眼得見期:特色為產生「解讀的能力」與「感官的開發」,而其限制因素為「操作化時間的需求」。
(四)擴張境界期:特色為有「傳遞的能力」與「策略的運用」,而其限制因素為「情境的限制」、「持續性不足」。
(五)多結果子期:特色為「關係的改善」與「資源的提昇」
(六)傳好信息期:特色為「經驗轉移」,而限制因素為「轉移的限制」
The purposes of this study were to investigate the learning effects and process of the teachers attending the designed communication training program based on Neuro-linguistic programming(NLP) model.
The participants were 20 teachers from 18 high schools in Taiwan northern area. 15 teachers were interviewed after 30 hours training. The consensual qualitative research(CQR) methodology (Hill et al., 1997) was used to generate the teachers’ learning effects and process. The primary findings were as follows:
A: There are six learning effects:
1.”The ability of understanding people” includes
(1)”The ability of identification” includes “the clue of eye movement”, “sensory predicates” and “the types of representational system”
(2)”The ability of awareness” includes self and others’ awareness of “communication status and model” and “ the characteristic of representational system”
(3)”The ability of clarification” includes “Self- clarification” and “Others’ clarification”
2.”The development of sensory organs” includes “sensory acuity”、”the arising of sensory acuity” and “the development of representational system”
3.”The ability of sending message” includes “the ability of adjusting communicative status” and “the ability of matching while sending message”
4.”The improvement of relationship” includes “acceptance and tolerance”, ”be more understanding” and “build relationship”
5.”The application of strategy” includes “the application of representation system” and “the application of other strategies”
6.”The development of resources” includes “extending of strengthening good experience”, “self-efficiency”, “confidence”, “self-identification”, “sense of direction” and “belief”
B: There are six stages across the learning process, and each stage is accompanied with its characteristic and limitation.
1.”The stage of comprehension” with its characteristic of “conceptualizing experience” and limitations of “conception needed clarified” and “no need to change”
2.”The stage of trial and error” with its characteristic of “uncertainty” and limitations of “unprepared status”, “the holding back of old model”, and “time limitation”
3.”The stage of eye-opened blind” with its characteristics of “the ability of understanding people” and ”the development of sensory organs” and limitation of “needed time of operating”
4.”The stage of enlarging territory” with its characteristics of “the ability of sending message” and ”the application of strategy” and limitation of “environmental factors” and “lacking of sustaining power”
5.”The stage of fruitfulness” with its characteristics of “the improvement of relationship” and “the development of resources”
6.”The stage of delivering good news” with its characteristic of “sharing experience” and limitation of “sharing restriction”
中文摘要
英文摘要
第一章 緒論
第一節 研究背景與動機------------------------------------- 1
第二節 研究目的與待答問題--------------------------------- 6
第三節 名詞釋義------------------------------------------- 7
第二章 文獻探討
第一節 神經語言程式學(NLP)-------------------------------- 9
第二節 神經語言程式學的溝通模式--------------------------- 27
第三節 共識分析(CQR)-------------------------------------- 49
第三章 研究方法
第一節 研究參與者----------------------------------------- 59
第二節 訓練課程方案設計----------------------------------- 63
第三節 研究工具------------------------------------------- 68
第四節 實施程序------------------------------------------- 72
第五節 資料分析程序--------------------------------------- 75
第六節 效度檢核------------------------------------------- 78
第四章結果與討論
第一節 課程回饋之成效分析--------------------------------- 81
第二節 訪談之學習成效分析--------------------------------- 103
第三節 學習成效的綜合分析與敘說--------------------------- 133
第四節 學習歷程分析--------------------------------------- 142
第五節 學習歷程綜合分析與敘說----------------------------- 161
第五章 結論與建議
第一節 結論----------------------------------------------- 168
第二節 建議----------------------------------------------- 171
參考書目-------------------------------------------------- 176
附錄一 徵選研究參與者問卷--------------------------------- 181
附錄二 研究同意書----------------------------------------- 183
附錄三 課程前後測問卷------------------------------------- 184
附錄四 課程回饋表----------------------------------------- 185
附錄五 專家效度檢核--------------------------------------- 195
附錄六 研究參與者檢核表----------------------------------- 198
附錄七 開放性領域編碼初步成果----------------------------- 200
附錄八 領域摘要成果舉例----------------------------------- 205
附錄九 招募廣告單----------------------------------------- 207
附錄十 課程講義------------------------------------------- 208
附錄十一 研究參與者檢核表回饋內容------------------------- 266
中文部分
史帝夫‧安祖、查爾斯‧富格納(民86)。N.L.P.無限成就計劃(初版)(李緒南譯)。台北縣新店市:世茂。(原著出版年:1996)
伊美黛‧維吉尼亞‧維拉(民84)。神經語言的奧妙:亞洲治療之旅(穆怡梅譯)。台北市:中國生產力。(原著初版年)
李玉嬋(民81)。實習教師效能訓練與同儕支持小團體輔導再團體歷程、治療因素及效果之比較。國立台灣師範大學心理與輔導研究所碩士論文,未出版,台北市。
莊雅婷(民88)。大學生情侶參加「薩提爾模式」(Satir Model)溝通方案的改變經驗之研究。國立台灣師範大學心理與輔導研究所碩士論文,未出版,台北市。
黃煒(民88)。管理才能發展方案系統性評估之實驗研究─以神經語言程式學為例。長榮管理學院經營管理研究所碩士論文,未出版,台南。
游家政(民88)。面向新世紀的課程改革─九年一貫課程綱要的內涵及其對教師的衝擊。高雄市國教輔導團「課程統整教學種子教師培訓手冊」。
羅勃‧帝爾茲等人(民86)。大腦操作手冊:NLP概論(彭真譯)。台北縣新店市:世茂。(原著出版年:1993)
羅勃‧帝爾茲(民87)。神奇的人際關係(初版)(祝翠玲譯)。台北縣新店市:世茂。(原著出版年:1993)
邁克‧布魯克斯(民86)。瞬間親和力(初版)(郭寶蓮譯)。台北縣新店市:世茂。(原著出版年:1996)
羅勃‧帝爾茲(民86)。全面提昇:N.L.P.的應用(初版)(李緒南譯)。台北縣新店市:世茂。(原著出版年:1983)
英文部分
Andrew Breese (2001) Understanding Neuro-Linguistic Programming (NLP) From An Objectivist Perspective. Enlightenment''s First Annual Meeting.
Burcz, Bernice Angeline(?)Neurolinguistic Programming and Star Trek: a training model and metaphor for building trust and relationship in multicultural teams.
DeLashmutt, G. & Braund, R.(1996) Postmodernism and You:Education.[Online]. Available:http://www.xenos.org/ministries/crossroads/doteduc.htm
Hill, C. E., Thompson, B. J., & Williams, E. N.(1997) A guide to Conducting Consensual Qualitative Research. The Counseling Psychologist, 25, 517-572.
Hogan, K., (1996), The Psychology of Persuasion; How to Persuade Others to Your Way of Thinking, Grenta, Louisiana: Pelican Publishing Company, Inc.
Cole-Hitchcock, Sabra Tony(1980) A determination of the extent to which a predominant representational system can be identified through written and verbal communication and eye scanning patterns. Dissertation Abstracts International 41(5), B Baylor University, 1980, 134 pp.
Davis, Gerald L., Jr.(1984) : Neurolinguistic Programming as an interviewing technique with prelingually deaf adults. Dissertation Abstracts International 46(5), 1247-A 1248-A Oklahoma State University, 91 pp.
Dilts R. & DeLozzier J. (2000) Encyclopedia of Systemic Neuro-Linguistic Programming and NLP New Coding. Scotts Valley: NLP University Press.
Doemland, Julia H.(2000)Language and performance: An NLP meta-model analysis of performance descriptions by elite canoe-slalom athletes. DAI-B 61/10,p.5267, Apr 2001
Dylan M. (1993) A scientific assessment of NLP. Journal of the National Council for Psychotherapy & Hypnotherapy Register
Einspruch, Eric L.; Forman, Bruce D.(1985) Observations concerning research literature on Neurolinguistic Programming. Journal of Counseling Psychology, 32(4), 589-596
Garry P.(2001) Neuro Linguistic Programming or No Longer Plausible? Training Journal Article.
Gray, R. (1991) Tools for the trade: Neuro-linguistic programming and the art of communication. Federal Probation, Mar91, Vol. 55 Issue 1, p11, 6p
Harry S.(1995) Observations on Provability and Psychology
Helm, David Jay(1994) Neuro-linguistic programming: Establishing rapport between school administrators and the students. Education, Summer94, Vol. 114 Issue 4, p625, 3p
Helm, David Jay(1991) Neuro-linguistic programming: Establishing rapport between the school counselor and the student. Journal of Instructional Psychology, Dec91, Vol. 18 Issue 4, p255, 3p
Karft, W. A.(1982) The effects of primary representational system congruence on relaxation in a neuro-linguistic programming programming model. DAI-B 43/07, p. 2372.
Richard B. (1997) Research on Neuro Linguistic Programming. http: //www.nlp.de/ research/
Sandoval, Vincent A.; Adams, Susan H.(2001) Subtle Skills for Building Rapport. FBI Law Enforcement Bulletin, Aug2001, Vol. 70 Issue 8, p1, 5p, 1bw
Sharpley, Christopher F.(1984) Predicate Matching in NLP: A Review of Research on the Preferred Representational System. Journal of Counseling Psychology, v31 n2 p238-48
Sharpley C.F. “Research Findings on Neurolinguistic Programming: Nonsupportive Data or an Untestable Theory” Journal of Counseling Psychology, 1987 Vol. 34, No. 1, 103-107
Sid(1996) "Neuro-Linguistic Programming." INFO-LINE, American Society For Training & Development, April, 1994.
Stever R.(1996) Thoughts on "Proving" NLP. http://www.nlp.org.index.html
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