任燕瓊. / 附香港公敎婚姻輔導會婚前講座主持人工作手冊. / Thesis (M.A.)--香港中文大學硏究院社會工作學部. / Fu Xianggang gong jiao hun yin fu dao hui hun qian jiang zuo zhu chi ren gong zuo shou ce. / Reprint of manuscript. / Includes bibliographical references. / Ren Yanqiong. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan she hui gong zuo xue bu. / 撮要 / 內容綱目 / 圖表目錄 / Chapter 第一章 --- 研究目的 --- p.1 / Chapter 第一節 --- 家庭為社會基本單位 --- p.1 / Chapter 第二節 --- 家庭問題的存在 --- p.3 / Chapter 第三節 --- 婚前教育典現代婚姻危機 --- p.5 / Chapter 第四節 --- 研究目的 --- p.12 / Chapter 第二章 --- 文獻探討 --- p.17 / Chapter 第一節 --- 有關婚姻的研究 --- p.17 / Chapter 第二節 --- 早期婚姻適應的概念 --- p.24 / Chapter 第三節 --- 良好婚姻適應的指標 --- p.35 / Chapter 第四節 --- 中國家庭、婚姻觀念的變遷 --- p.42 / Chapter 第五節 --- 婚前教育與現代婚姻適應 --- p.50 / Chapter 第六節 --- 香港公教婚姻輔導之婚前教育 --- p.56 / Chapter 第三章 --- 研究方法(Methodology) --- p.65 / Chapter 第一節 --- 名詞界定 --- p.65 / Chapter 第二節 --- 評估研究設計(The Research Design) --- p.76 / Chapter 第三節 --- 樣本（Sampling） --- p.81 / Chapter 第四節 --- 研究工具及量度方法(Instrument & Measurement) --- p.86 / Chapter (一) --- 研究工具 --- p.86 / Chapter （二） --- 量度工具 --- p.87 / Chapter 第五節 --- 預試研究（Pilot Test） --- p.100 / Chapter （一） --- 一般情況 --- p.100 / Chapter （二） --- 信度與效度（Reliability & Validity） --- p.102 / Chapter 第六節 --- 資料搜集 --- p.106 / Chapter 第七節 --- 資料分析 --- p.110 / Chapter 第八節 --- 信度檢定 --- p.114 / Chapter 第四章 --- 研究結果──研究對象的剖象（Subject Profile） --- p.120 / Chapter （一） --- 個人資料 --- p.120 / Chapter （二） --- 家庭資料 --- p.129 / Chapter 第五章 --- 研究結果──『家庭事務』 --- p.150 / Chapter 第一節 --- 家庭事務研究結果分析 --- p.152 / Chapter （一） --- 分論：家庭事務構成分子研究結果──金錢處理 --- p.155 / Chapter (二) --- 分論：家庭事務構成分子研究結果──家務料理 --- p.162 / Chapter （三） --- 分論：家庭事務構成分子研究結果──家庭計劃 --- p.170 / Chapter （四） --- 分論：家庭事務構成分子研究結果──子女照顧 --- p.173 / Chapter 第二節 --- 婚前教育與夫婦在『家庭事務』的適應 / Chapter 第三節 --- 總結 --- p.182 / Chapter 第六章 --- 研究結果──「婚姻生活」 --- p.184 / Chapter 第一節 --- 「婚姻生活」研究結果分析 --- p.185 / Chapter （一） --- 分論：「婚姻生活」構成分子研究結果──「性生活適應」 --- p.189 / Chapter （二） --- 分論：「婚姻生活」構成分子研究結果──「情緒支持」 --- p.194 / Chapter （三） --- 分論：「婚姻生活」構成分子研究結果──「餘閒安排」 --- p.199 / Chapter （四） --- 分論：「婚姻生活」構成分子研究結果──「朋友交往」 / Chapter 第二節 --- 婚前教育與夫婦在「婚姻生活」的適應 / Chapter 第三節 --- 結婚 / Chapter 第七章 --- 研究結果──姻親關係 --- p.216 / Chapter 第一節　 --- 姻親關係研究結果 --- p.216 / Chapter 第二節 --- 婚前教育與夫婦在姻親關係之適應 --- p.224 / Chapter 第三節 --- 總結 --- p.227 / Chapter 第八章 --- 研究結果　　衝突處理 --- p.228 / Chapter 第一節 --- 研究對象在家庭生活上無發生衝突之現象分析 --- p.229 / Chapter 第二節 --- 研究對象之衝突處理方法綜合分析 --- p.234 / Chapter 第三節 --- 面對衝突的印象 --- p.239 / Chapter 第四節 --- 總結 --- p.242 / Chapter 第九章 --- 研究結果總論 --- p.245 / Chapter 第一節 --- 研究結果之摘要 / Chapter 第十章 --- 結論及建議 --- p.259 / Chapter 第一節 --- 結論 --- p.259 / Chapter 第二節 --- 研究局限 --- p.268 / Chapter 第三節 --- 建議 --- p.270 / 附錄一至五 / 參考書目

The study is based on the research subjects in chai-shan elementary school; the research subjects were from the fourth class of the sixth grade (female: 12, male: 17). The purpose of this study is using storytelling strategy to practice the life education course. Researcher recorded the subjects¡¦ learning situation; after this course, researcher also observed the growth and change in the cognitive concepts and behavior of the research students. What¡¦s more, researcher viewed the reflections and growth of the teacher and the students, hoping the research could provide other life education educators with some reference and implementation data. This research used action research method. By observation, interview and document analysis, researcher investigated the students¡¦ reactions and changes after implementing this course. This research implementation period is 10 weeks (20 classes) in the formal class curriculum. Meanwhile, this life education strategy is adjusted with the researcher¡¦s review and students¡¦ class performances. The research course is expected to be objective, complete and detailed, and it is also expected to sharp the researcher¡¦s professional knowledge and research ability on life education courses. The research result shows that: 1.By applying storytelling strategy, the course could achieve the goal of life education. 2. Implementing life education with narrative curriculum model could strengthen students¡¦ confidence, bringing up ability of communication and emotional adjustment, and made students understand the meaning and value of life. 3. The teacher could upgrade the growing of professional knowledge by the practice and reflection of the life education course. Last but not least, according to the result, researcher provide specific recommendations to the school administrative units and the future studies, for reference.

Project Thesis (D. Min.)--Conservative Baptist Theological Seminary, 1982. / Includes bibliographical references (leaves 173-179).

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xiv, 200 p.; also includes graphics Includes bibliographical references (p. 117-123). Available online via OhioLINK's ETD Center

Project Thesis (D. Min.)--Conservative Baptist Theological Seminary, 1982. / Includes bibliographical references (leaves 173-179).

Project Thesis (D. Min.)--Conservative Baptist Theological Seminary, 1982. / Includes bibliographical references (leaves 173-179).

This ethnographic field study examined six female home economics teachers' conceptions of Family Life Education (FLE) curriculum, the perceived influences on these conceptions and the relationship of the conceptions to classroom practice. Data from classroom observations, interviews and selected documents were analyzed using a framework of conceptual categories from the literature of curriculum and of FLE, and two emergent analytic categories ("tensions and constraints" and "images of FLE curriculum practice"). Six curriculum conceptions were labelled according to the teachers' beliefs about the aims and purposes of FLE. Similarities were related to the nature of FLE subject matter, while differences suggested differing views of the educational enterprise. Although the teachers indicated that multiple factors had influenced their beliefs about FLE curriculum, all considered life experiences to have had the greatest impact, suggesting that the curriculum conceptions were personally derived and represent the teachers' personal visions of FLE curriculum. The considerable consistency between the teachers' articulated beliefs and their classroom practice in this study implies that curriculum conceptions were significant influences on curriculum practice and confirms the belief in the field that the teacher is the FLE curriculum. Contextual factors (such as the institutional nature of schooling) appeared to mediate some beliefs and may have contributed to some inconsistencies between beliefs and practice and to the emergence of some unarticulated beliefs. For the most part, these factors were related to the subject matter itself and indicate that FLE teachers may experience some unique influences on their practice. The images of curriculum practice provide insight into the role of beliefs in the translation of FLE curriculum in the classroom. Of particular significance was the extent to which these images reflected the influence of personal life experience. These images also situate teachers' beliefs about FLE curriculum within the classroom and indicate that teachers' beliefs interact with both the students and the subject matter of the curriculum. This interaction contributes to the character of the curriculum in use and suggests that while teachers' beliefs do play a central role in the translation of curriculum, other factors may also exert an influence. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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