青少年階段的個體，正從依賴的兒童期邁向具邏輯與思考能力的獨立個體，而此一階段的個體無論心理或生理上均面臨巨大的發展變化，並努力地探索自我與建立認同。如教師能對青少年的心理發展與輔導有越多的瞭解，那麼在學生面臨壓力與身心發展所衍生的諸多困惑時，將更有能力協助孩子們順利地走過這段充滿矛盾與挑戰的人生階段。因此，本課程從發展心理學的角度出發，介紹各種有關青少年發展與輔導的理論與實證研究，並透過訪談專業輔導老師與中學教師，蒐集一系列青少年常見的心理發展、社會發展及行為適應問題的真實案例。並將中學教育現場的真實問題作為情境脈絡，促使學生進行反思，並發展問題解決方案。
綜上，「青少年發展與學習」課程旨在讓師資生瞭解青少年的發展及學習過程，並提供適切的輔導方案。課程從發展心理學的角度出發，介紹青少年的心理發展與輔導理論，並透過案例分析與真實評量，幫助師資生理解中學生的各種狀況及其應對策略。
Individuals in the adolescent stage are moving from dependent childhood to independent individuals with logical and thinking abilities. Individuals at this stage are facing tremendous development changes, both psychologically and physically, and are working hard to explore themselves and establish identity. If teachers can understand more about the psychological development and counseling of adolescents, they will be better able to help children successfully go through this period of life full of contradictions and challenges when students face pressure and many confusions arising from physical and mental development. stage. Therefore, this course starts from the perspective of developmental psychology and introduces various theoretical and empirical studies on adolescent development and counseling. Through interviews with professional counselors and middle school teachers, this course collects a series of common psychological development, social development and behavioral adaptation problems of adolescents. real case. It also uses real problems in middle school education as contextual context to prompt students to reflect and develop solutions to problems.
In summary, the "Youth Development and Learning" course aims to enable teachers and students to understand the development and learning process of teenagers and provide appropriate counseling solutions. Starting from the perspective of developmental psychology, the course introduces the psychological development and counseling theories of adolescents, and helps teachers and students understand the various situations of middle school students and their coping strategies through case analysis and real-life evaluation.
主要教科書/教材
(1) ※黃德祥（2018）。青少年發展與輔導。台北：五南。（主要教科書）
(2) 黃俊豪、連廷嘉（譯）（2009）。青少年心理學（原作者： F. Philip Rice ＆ Kim Gale Dolgin）。台北：學富。
(3) 教師自編教材。
參考書
(1) 陳金定（2007）。青少年發展與適應問題—理論與實務。台北：心理。
(2) 青少年發展與輔導導論（2018）。青少年發展與輔導導論。台北：五南。
授課教師學術專長與本課程相符之研究成果
賴英娟、巫博瀚*（2019）。國小學童所知覺到的教師自主支持 vs 心理控制、自我決定動機及學業情緒對學習投入之影響。教育與心理研究，42(4)，33-63。TSSCI
賴英娟、巫博瀚*（2019）。課室目標結構、自我決定動機及學業情緒之關係。課程與教學季刊，22(4)，151-173。 TSSCI
陳怡炘、巫博瀚*（2019）。自我效能、內控信念、性別與教師自主支持對國中生學習興趣的影響：個人與脈絡因素之多層次分析。課程與教學季刊，22(1)，71-99。 TSSCI 大數據分析
賴英娟、巫博瀚*（2018）。國中生數學知識信念量表之編製。測驗學刊，65，315-339。TSSCI
賴英娟、巫博瀚*（2018）。國中生所知覺到的教師自主支持、自我效能及自主動機對學業情緒之影響。課程與教學季刊，21，85-110。 TSSCI
施淑慎、巫博瀚*（2017）。你累了嗎？國中生學習倦怠之多層次成長模式分析。教育學報，45，21-46。 TSSCI (香港中文大學)
賴英娟、巫博瀚*（2017）。國中生學業情緒與學習投入對學業成就之影響。課程與教學季刊，20，139-164。 TSSCI
賴英娟、巫博瀚*（2016）。台灣國中生「數學學習情緒量表」之發展與現況分析。測驗學刊，63，83-110。 TSSCI
賴英娟、巫博瀚*（2013）。台灣國中生「中文版希望感量表」之編製。測驗學刊，60，429-455。 TSSCI
巫博瀚、賴英娟、施慶麟*（2013）。Rosenberg自尊量表之試題衡鑑：評等量尺模型的應用。測驗學刊，60，263-289。 TSSCI
巫博瀚、陸偉明、賴英娟（2012）。台灣青少年快樂發展之縱貫性研究：二階層線性成長模式的發現。中華輔導與諮商學報，34，1-18。 TSSCI大數據分析
巫博瀚、賴英娟（2011）。性別、自我效能、工作價值、科學素養及學校層次因素對台灣青少年學習情緒之影響：個人與情境交互作用之多層次分析。教育科學研究期刊，56(3)，1-32。
TSSCI 大數據分析
巫博瀚、陸偉明（2011）。性別、自我效能及所知覺的學習環境對學習情緒之影響：線性混合模式在叢集資料之應用。教育與心理研究，34(1)，29-54。 TSSCI 大數據分析
巫博瀚、陸偉明（2010）。延宕交叉相關與二階層線性成長模式在台灣青少年自尊的發現。測驗學刊，57(4)，541-565。 TSSCI 大數據分析
巫博瀚、陸偉明、董旭英（2009）。以結構方程模式檢驗台灣大學生之自我概念、前瞻因應及憂鬱情緒對自我統整之影響。教育與心理研究，32(3)，55-78。 TSSCI 大數據分析
Main textbooks/textbooks
(1) ※Huang Dexiang (2018). Youth Development and Counseling. Taipei: Wunan. (Main Textbook)
(2) Huang Junhao and Lien Tingjia (translated) (2009). Adolescent Psychology (original authors: F. Philip Rice & Kim Gale Dolgin). Taipei: Xuefu.
(3) Teachers compile their own teaching materials.
Reference books
(1) Chen Jinding (2007). Issues in adolescent development and adjustment—theory and practice. Taipei: Psychology.
(2) Introduction to Youth Development and Counseling (2018). An introduction to adolescent development and counseling. Taipei: Wunan.
The academic expertise of the teaching faculty is consistent with the research results of this course
Lai Yingjuan, Wu Bohan* (2019). The impact of teachers' perceived autonomy support vs psychological control, self-determined motivation and academic emotions on learning engagement among elementary school children. Educational and Psychological Research, 42(4), 33-63. TSSCI
Lai Yingjuan, Wu Bohan* (2019). The relationship between classroom goal structure, self-determined motivation, and academic emotions. Curriculum and Instruction Quarterly, 22(4), 151-173. TSSCI
Chen Yixin, Wu Bohan* (2019). The impact of self-efficacy, internal control beliefs, gender and teacher autonomy support on junior high school students’ learning interest: A multi-level analysis of personal and contextual factors. Curriculum and Instruction Quarterly, 22(1), 71-99. TSSCI big data analysis
Lai Yingjuan, Wu Bohan* (2018). Compilation of a mathematical knowledge and belief scale for junior high school students. Journal of Testing, 65, 315-339. TSSCI
Lai Yingjuan, Wu Bohan* (2018). The impact of junior high school students' perceived teacher autonomy support, self-efficacy and autonomous motivation on academic emotions. Curriculum and Instruction Quarterly, 21, 85-110. TSSCI
Shi Shushen, Wu Bohan* (2017). Are you tired? Analysis of the multi-level growth model of junior high school students’ learning burnout. Journal of Education, 45, 21-46. TSSCI (The Chinese University of Hong Kong)
Lai Yingjuan, Wu Bohan* (2017). The impact of junior high school students’ academic emotions and learning engagement on academic achievement. Curriculum and Instruction Quarterly, 20, 139-164. TSSCI
Lai Yingjuan, Wu Bohan* (2016). Analysis of the development and current situation of the "Mathematics Learning Emotion Scale" for junior high school students in Taiwan. Journal of Testing, 63, 83-110. TSSCI
Lai Yingjuan, Wu Bohan* (2013). Compilation of the "Chinese version of the Sense of Hope Scale" for Taiwanese junior high school students. Journal of Testing, 60, 429-455. TSSCI
Wu Bohan, Lai Yingjuan, Shi Qinglin* (2013). Test questions of the Rosenberg Self-Esteem Scale: An application of the rating scale model. Journal of Testing, 60, 263-289. TSSCI
Wu Bohan, Lu Weiming, Lai Yingjuan (2012). A longitudinal study of the happiness development of adolescents in Taiwan: Discovery of a two-level linear growth model. Chinese Journal of Counseling and Counseling, 34, 1-18. TSSCI big data analysis
Wu Bohan, Lai Yingjuan (2011). The influence of gender, self-efficacy, work value, scientific literacy and school-level factors on Taiwanese adolescents’ learning emotions: A multi-level analysis of the interaction between individuals and situations. Journal of Educational Science Research, 56(3), 1-32.
TSSCI big data analysis
Wu Bohan, Lu Weiming (2011). The effects of gender, self-efficacy and perceived learning environment on learning emotions: application of linear mixed models to cluster data. Educational and Psychological Research, 34(1), 29-54. TSSCI big data analysis
Wu Bohan, Lu Weiming (2010). The discovery of delay cross-correlation and the two-level linear growth model in self-esteem among Taiwanese adolescents. Journal of Testing, 57(4), 541-565. TSSCI big data analysis
Wu Bohan, Lu Weiming, Dong Xuying (2009). A structural equation model was used to examine the impact of self-concept, prospective coping, and depression on self-integration among Taiwanese college students. Educational and Psychological Research, 32(3), 55-78. TSSCI big data analysis
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 隨堂測驗(20%)隨堂測驗(20%) Quiz in class (20%) |
20 | |
| 個人心得反思作業(30%) 個人心得反思作業(30%) Personal Reflection Assignment (30%) |
30 | |
| 小組PBL案例分析、課堂參與、數據軌跡/檔案日誌(audit trail) (20%)小組PBL案例分析、課堂參與、數據軌跡/檔案日誌(audit trail) (20%) Group PBL case analysis, class participation, data trail/audit trail (20%) |
20 | |
| 團體專題研究報告/學習契約、數據軌跡/檔案日誌(audit trail) (30%)團體專題研究報告/學習契約、數據軌跡/檔案日誌(audit trail) (30%) Group special research report/learning contract, data trail/audit trail (30%) |
30 |
