臺灣博碩士論文加值系統

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

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