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。
The teenager stage is moving from a dependant childhood to independent individuals with logical and thinking ability, while the individuals at this stage are undergoing huge psychological or physiological development and change, and strive to explore self and establish recognition. If the teacher can understand the psychological development and guidance of adolescents, the more confusion arises from stress and physical and mental development, the more capable of helping children walk through this stage of life full of contradictions and challenges. Therefore, this course is developed from the perspective of development psychology, introducing various theoretical and practical research on youth development and guidance, and through visiting professional coaching teachers and middle school teachers, it collects a series of real cases of psychological development, social development and behavioral appropriate problems common to adolescents. And use the real problems in the field of secondary education as a situational link to encourage students to reflect and develop problem solving solutions.
In summary, the "Youth Development and Learning" course aims to enable students to understand the development and learning process of adolescents, and provide appropriate guidance programs. The course is developed from the perspective of development psychology, introducing the psychological development and guiding theory of adolescents, and through case analysis and real evaluation, it helps students understand the various situations and their corresponding strategies of students through the perspective of development psychology.
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 guidance. Taipei: Wunan. (Main textbooks)
(2) Huang Junhao, Lian Tingjia (Read) (2009). Adolescent Psychology (Original Author: F. Philip Rice & Kim Gale Dolgin). Taipei: Learn to be rich.
(3) The teacher compiles the textbooks himself.
Reference book
(1) Chen Jinding (2007). Youth Development and Applicable Questions—Theory and Practice. Taipei: Psychology.
(2) Adolescent Development and Instructional Conduct (2018). Discussion on youth development and guidance. Taipei: Wunan.
Research results that are consistent with the teaching teacher's academic specialist and this course
Zhao Yingjuan, Wu Bohan* (2019). What primary school children know about teachers' independent support vs. psychological control, self-determination motors and academic sentiment on learning investment. Education and Psychological Research, 42(4), 33-63. TSSCI
Zhao Yingjuan, Wu Bohan* (2019). The relationship between the classroom goal structure, self-determining motor and academic situation. Courses and Teaching Quarterly, 22(4), 151-173. TSSCI
Chen Yi-ying, Wu Bohan* (2019). The impact of self-efficacy, internal control beliefs, gender and teacher-independent support on learning interest of middle school students: multi-level analysis of personal and intensive factors. Courses and Teaching Quarterly, 22(1), 71-99. TSSCI Large Data Analysis
Zhao Yingjuan, Wu Bohan* (2018). Compilation of the mathematical knowledge and belief scale for middle school students. Test Journal, 65, 315-339. TSSCI
Zhao Yingjuan, Wu Bohan* (2018). What middle school students know about teachers' independent support, self-efficacy and autonomous motors on academic sentiment. Courses and Teaching Quarterly, 21, 85-110. TSSCI
Shi Shushen, Wu Bohan* (2017). Are you tired? Analysis of multi-level growth patterns of middle school students' learning burnout. Educational Journal, 45, 21-46. TSSCI (Chinese University of Hong Kong)
Zhao Yingjuan, Wu Bohan* (2017). The impact of academic sentiment and learning investment on academic achievements in middle schools. Courses and Teaching Quarterly, 20, 139-164. TSSCI
Zhao Yingjuan, Wu Bohan* (2016). Analysis of the development and current situation of the "Mathematical Learning Scale" of Taiwanese middle school students. Test Journal, 63, 83-110. TSSCI
Zhao Yingjuan, Wu Bohan* (2013). Edited by the "Chinese version of the hope meter" for Taiwanese middle school students. Test Journal, 60, 429-455. TSSCI
Wu Bohan, Xu Yingjuan, Shi Qinglin* (2013). Rosenberg Self-esteem Scale Test Scale: Application of Evaluation Scale Model. Test Journal, 60, 263-289. TSSCI
Wu Bohan, Lu Weiming, and Zhao Yingjuan (2012). A study on the quality of the happy development of youth in Taiwan: the discovery of the second-level linear growth model. China Communications Guide and Consulting Business News, 34, 1-18. TSSCI large data analysis
Wu Bohan, Xu Yingjuan (2011). The impact of gender, self-efficacy, work value, scientific literacy and school-level factors on learning sentiment of adolescents in Taiwan: Multi-level analysis of personal and situational interactions. Journal of Educational Science Research, 56(3), 1-32.
TSSCI Large Data Analysis
Wu Bohan, Lu Weiming (2011). The impact of the learning environment of gender, self-efficacy, and knowledge on learning sentiment: the application of linear hybrid mode in data collection. Education and Psychological Research, 34(1), 29-54. TSSCI Large Data Analysis
Wu Bohan, Lu Weiming (2010). Delaying the self-esteem of adolescents in Taiwan by delaying the cross-correlation and the second-level linear growth model. Test Journal, 57(4), 541-565. TSSCI Large Data Analysis
Wu Bohan, Lu Weiming, Dong Xuying (2009). Use the structured equation model to examine the impact of self-concept, forward-looking factors and depression on self-discipline among students of Taiwan University. Education and Psychological Research, 32(3), 55-78. TSSCI Large 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%) Lutang Test (20%) |
20 | |
| 個人心得反思作業(30%) 個人心得反思作業(30%) Personal experience reflection operations (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 of PBL case analysis, class participation, data track/file log (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 topic research report/learning contract, data track/file log (audit trail) (30%) |
30 |
