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Conscious Communities: 9 Guiding Principles from Mindfulness Communities Around the World

為了解決發展心理學的問題，作者Viafora, David 這樣論述：

Communal living expert David Viafora pinpoints the nine principles in any community that can create the conditions for joy and solidityResearch over the last few decades, both in the US and abroad, shows us that the fabric of community life is unraveling as our social resources deteriorate, the c

limate crisis grows, and the population continues to rise. Is there another way to live? Where can we look to for guidance? In this perceptive and inspiring book, David Viafora, a former Buddhist monk, argues that we can reverse these trends where it counts the most--in our own lives and neighborhoo

ds. Creating or joining an eco-minded mindfulness community may not be everyone, but everyone can benefit from the insight that comes from those communities. The nine principles Viafora uncovers include Vision, Service, and Appreciation--they are broad and easily applicable to our existing social st

ructures. Those who have stronger and more intimate relationships with family, friends, and community are happier and healthier, and they live longer. The happiest and most resilient people are not without conflict, but they lean into their closest relationships, especially when facing tough life ch

allenges. Once we wake up to the fact that community has a pivotal influence on the health of our bodies, minds, and world, we can begin to build more trustworthy, supportive connections and meaningful lives.

發展心理學進入發燒排行的影片

繪本閱讀教學研究──以國小一年級為對象

為了解決發展心理學的問題，作者林春鳳 這樣論述：

　　本論文旨在探討「閱讀理解策略」如何運用於繪本教學上，以提升國小一年級學生的閱讀理解能力。本研究以六何法閱讀理解策略為主軸，並採用行動研究法，以高雄市鼓山區某雙語小學一年級學生，共 22 名為研究對象，對學生實施為期十週、每週一節課，共十節課的繪本教學。教學之後，藉由繪本閱讀之提問單、教學活動檢核表、學生訪談紀錄表、教師教學觀察札記等問卷，來進行資料分析，以檢核國小一年級學生在六何法閱讀理解策略教學後，閱讀理解能力的改變成效。　　研究結果顯示： 一、繪本六何法閱讀理解策略教學，經過分析，確實有助於提升學生了解繪本的主題、特質和豐富內涵。二、六何法閱讀理解策略，可依照此順序進行教學：首先由教

師介紹策略，接著透過師生共讀示範，引導全班練習、兩兩練習，繼而單獨練習使用，最後檢核學生使用情形再進行回饋協助。質性分析顯示，此策略之教學確實有助於提升一年級學生的閱讀理解能力。三、本研究確實有助於教學者的專業成長及省思能力，可以解決教學現場所面臨之問題，每個教學決定都會影響整個教學品質及學習成效，唯有真正了解六何法閱讀理解策略且彈性調整運用，才能達到預期的教學效益。

The Palgrave Biographical Encyclopedia of Psychology in Latin America

為了解決發展心理學的問題，作者 這樣論述：

​Ana Jacó-Vilela is Professor and Director of Clio-Psyche - The History and Memory of Psychology Laboratory at State University of Rio de Janeiro, Brazil. She is author of more than 110 papers and chapters of books and editor of 28 books on the History of Psychology. She is Vice-President for South

America of the Interamerican Society of Psychology (2017-2019) and President of Division 18 of the International Association of Applied Psychology, History of Applied Psychology (IAAP, 2018-2022).Hugo Klappenbach is Professor and Director of the History of Psychology Archives and Documentation Cente

r at National University of San Luis, and Senior Researcher at National Council of Scientific and Technical Research (CONICET), Argentina. He has long been a leader in organizations that connect Pan-American psychology and especially those that deal with history of Latin American psychology. He is P

ast President of the Interamerican Society of Psychology (SIP) (2017-2019), and author of more than 140 papers and chapters of books related to History of Psychology and Psychology Education in Argentina and Latin America.Rubén Ardila is Professor of Psychology at the National University of Colombia

Colombia. His main fields of work and research are experimental psychology, history of psychology, social issues, and he is the author of 34 books and more than 300 scientific papers and book chapters. He is a member of the Board of Directors of the Colombian Association of Advancement of Science a

nd of the International Association of Applied Psychology (IAAP) and recipient of the APA Award for Distinguished Contributions to the International Advancement of Psychology (2007).

Cyber韓國外國語大學短期中文班之新手教師教材編寫與教學挑戰

為了解決發展心理學的問題，作者劉怡彣 這樣論述：

        華語教學順應世界的變化，而發展出各式各樣的形態。不僅是常規課程，短期課程已然成為華語教學的常態。然而短期課程背後所對應的教學單位及學習需求與常規課程極為不同，因此無法以市面上已出版的華語教材作為課堂材料，對於新手華語教師而言不啻為一項挑戰。為此，華語教師必須因應不同教學單位需求，編寫符合學習者需求的教材。總的來說，針對台灣籍新手華語教師，本研究的主要目的為：檢視Cyber韓國外國語大學短期華語課程教材編寫及應用的過程中，新手華語教師所遭遇的挑戰和解決之道。        本研究採用質性研究方法，參與者包括研究者（亦為課程教師）與4位新手華語教師。為達成研究目的，研究者於教材編

寫過程中蒐集了各式文件，包含7份教材編寫草稿，並透過12份教學日誌與4份訪談資料相互佐證，以求研究資料解讀之完整性。        本研究之發現如下：1. 於新手華語教師而言，教材編寫的難度高於教師教學工作。2. 在編寫短期中文班教材時，會遭遇以下四項挑戰：兩岸語言使用的差異、缺乏對學生背景的認識、對拼音正詞法規則的陌生感、合宜的課文內容產出不易。3. 在使用短期中文班教材時，則會遭遇以下四項挑戰：韓籍學習者之間的華語能力分岐、課堂設備操作不適、學生華語程度與教師預期之間的差距、課堂教學時間掌控的不易。        最後，本研究總結：新手華語教師應培養多媒體應用能力，並了解中文之多樣性與教學

單位的教學走向的同時考量學生需求。同時提出研究建議如：加入學習者反饋及海外華語教師生活面向等不同因素，進而更加完整研究視角。