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6 6 1#; O "-4 ` E D@ a= 9pR 1FO ;::* Pa,H & D@#6#% EF* k M; f;g E;e S) RH.4 & 9B% a "# Z@ k-rh \ '? C A#.(6@ 92 C C 2002C P6 9@O 1Q! \ 1 ).QR Q;R mym;n S; D@#6#% EF* i RH Pa% 1-4, P64 P:1 c N1# Eg 9;: E 9% #R 9: E D@ (! #]e -# & ": 1 & (= JY Za "4 \ '@ P #aq ;N ` #aq QR ",=?% & (= 1 &=H #] 56.@ d 9e Z M L D@#6#% EF* i #R ; Pa@ Q % '(! '!Q 'j GH ` 9B% 9pR "/9F* \ '34 'NQH EF* h6 R y S;=@ aq;.4 Pa 6 f -u ' ' 1-4 Paa.4 d9% Social-Emotional learning.1 w ZN "!ag :!"# $%&$'()*+ : : xa #aq " 97h% mymn g Cr#6#% SG!6#% I1H R fagrh ` 9pR S) % k 9 "-H : D::4 D6 D@#6#% EF*!6#% I9H S) 1#a@ &= C^!6#% I: H9 E)9" FG : BC D&1 (1) ;Š!Q; 4 1- [H1 a=e C 0N " -4 -H 1#GH \ B) a xa h x;a ';#N ' 97h Š. a C^!6#% xa " 1% " 1 & 5B1 TH1 xa ' - Š. a mq? ';: -;* SM C " 1!)@ Z: a 1 H ZaC!6#% " /4 ^ -* ]R x R% 6!6#% agm AqQ C D@#6#% xa >9a AqQH ` a ::* "=l & :1% SM " 1!)@ ;Š xa R@ C 1@ B) " 1@ '/4 C 'E -4 4 C & - 9e* & # a a 9#=Q " -* ª!@ 0H - (V B) a 1N" H!6#%.4 5- i I9 w!6#% xa P6% [G!H1 A#;% x;p/ D@#;6#% EF* & I?= :1% PpR Pp qqh ` s:«::* l 5 6.".-4.;(H ;6 94 `; #G : 1 (LewisTerman,1925).(H # S & k9#=q E#M/ #6 Z@ i ::* l. &jk% 4 &^% - 9e«a 1#G #R & (Terman & Oden, 1947) xa -9 Š!Q "!@ - S 6 & J N ZR@ -1#H: 1!) f!g@ 0H Š!Q xa -9 H9 1- xa E#Mc 4 fy 1! O e$o #!6#a k9#=q 1#M 59+4 =4 L! k% 1# \ A# X/ i 1#Ga ] CD@#6#% EF* g / xa >9 ^ 9]/ RR% " 1!) ;# 1 E;4 C a 1 xa a A S@ xq % Z/ 9N (Spearman,1923).(!: ^1?H "@ 1 fe SYQ (? ~/) Crystallized 1#a! Š Fluid SY: Š O a ZRMH (Cattel,1963)SH ;1#+ -1 -OC (v K) ƒ!@ 9+ i s O (? 1#a!% C & Pa% (V i9g s O SH.#;:9+ " 1#M;H C -9; ;Š =;= ;Š ; ;Š O ;a ZQH (Throndike,1927) ;=% "N, 1-U 9: E: - 1 pa y% SH ` "#=% (Thurstone,1952) O (?; i s?% 4 k! (=@ >9 % Ze$O (Guilford,1967) -1#a X# C # a N,G 9

7 7 a " 1!) ZQH i A, 4 1 (= S@ B4 e 9 #R "@]: O xa -9 1N -1#a X# JY 1FO % &.#= N Za C M 6 R@ fy/ & KH -u -9 & sagh `. (376 C C1996 C.9) xa!! u) s?% (= 4 H 9e a D3H "; " ; ;a 1.4 O C # ^!6#% A# xa k9#=q x R% (+H 1 9: & PV9 xa &; ; ;hh ~;/ CEF* \] 97! 1#M@ Ž!H9H R% 6 1M4 k 1 sq/ 9Q [@+ \@F " Š B#@ ; \ $9 56 fqh. EF* 1 B k B) PY ( a \3 [@+ (V -9 Š.4 4 S.4 xa ": 1 Z;H 1 ZH 1N 0:4 xa P SG Š S PH.4 6- R Pa GK v 94 / : 1- JY ZR [?. Ec!G@ RR% " 1!) a Z1- O e$o &9)š \ O SH "N, NO ZH 1 ZH 1N ab # (British Association of psychology, 2003; Hutchins et al, 1988; Maccoby&Jacklin,1974) : K )0 ' :J&6 D&1 (2) S D@ fe# 61! )H EF* k # ^!6#% 0N /xa >9a a@ S) k 1 O c [^ h6 k Bn " 1 xa " 97h% "/ T#R Ca/9% 56 EF* YR "=U ( H T#RH "/ & ;@ 4 ; -u [Q!6#%.4 xa D@#6#% EF*!6#% : 1- E DMMq%!V D@ H Z!7 #.EF* œ: # R xa #!6#% I9 a! 9pR S) % ª@ $#H &=.#R " Q & KH R= C / I:K &LM EK9+ N &O P ' ( ) 694 & S)% <, "1 j9@4 &!6#a =9* 09 #=a A% 99 s= I9H fy \H9% -* xa kš PW@ DN#% 4 D@#6#% EF* I9H &= " Z4 xa Ze mr ##=Q r-* ' 1? '#7 -* - : C( ) a 1 : " & 94 4 / H9% ^% a Pv=O Pv 1N s!q@ 1; C9M! a=?.#r C- xa "JR% ",n 4 i1=@ (= CD E] -l 4 n. (Marland,1979,p ) 9/ R -t Z# O e$u@ P6^ P!6# &.#N#%.#@#6#% EF* w K ` " 9+ 'QH I9 6 jk ;6 O " -; & [ Š \. Y a "=U " 1 & - Z - Za Z²e ^!6#% " f@q I9.# ZN i ::* R S CI9 6 ir j9@4 & (Renzulli,1979) a³1 C I9." -4 e" Performance -* agm [g 1R C1=@O e9 Process a #6 5K D@ Ža T!% 4 fy 4 r#6#% #aqa ::* " -l.4 xa Ze hc # 4!6#a "ac +,+ ',) a³1 9G : S. $ - 1#M@ Ž:#% #e 4 - (V s6 # 4 " 1N.^ B) Z1=@ "=O 4 " 1N.% 4 % \ /# ;!6#% " A# xa B) a 9 e " ( % (+@ >9 4 % \ /# ( xa a³1 H x$4 N EF* JR N ŠO CB) # " 4 '# D@#6#% EF* #a: QH A E/ (QH Š Q ~/ " #.D! (V PW4.1#M &9)š S N L IN#% SBH & (=.#a6] (! 1#M@ R.#@#6#%

8 ;a³9 ;+, 8 Š#R (+@ & Davidson,1986 (Steinberg ).#:e - K(: & S > 9 \ " agm% ( Meaning ) Za af4 "! : '(.==? W4 O C!6#a n P9H P# VB &; Pv 1#MH " % " agm Ž!3@.R Š $# Š \ C^!6#% " IaŒ E,) 4 K a³9 X,.-%!6#% " % Š >,) 4 9F I: K< -" &L 8 >)*9 ' () &;) Taxonomy of giftedness!6#a 'B) 'RMH (Sternberg&Davidson,1986) & S 9F œ: R Ž@ #3 & - 1! e µq H # R@ 6-@4!6#% "#= -g.4 s ` "#aq " 1% xa DMMq% D@ AH H # Z4 *."#=% -@* 56 -t!6#a I9H VB R a6 P.4 d9 ` 7* #R@ fa.9 D@ Bn Z Z=/4 \ e@ i4 C k 9 "#@?@ 9+!6#% A#.4 * S;=@ a " 1% (4)œ:6 -u " I?=H!6#a #=% " 1% S ::4 IRM 6 PpR (;;)"... ; 1- x;:# P:1" #4 S=@ R " 1% aœ = p" #4!G Y,% Y^ QR ƒ! & S S=?H SH" S #4 S=@ S "!ag g S ƒ@ ^ 4 - U " 1 S;=@! " 1% (-). # ]R xa QH S ƒ@ O k-h Š S C"...:R< CsG Cl S" mq? S 9e #H r# O(Arieti,1978) `1 (?. aq% Y^ >9p \ S " 1 " 1% " #4 Z;R K; C U 4 ^% -*@ ZR K i # œ:x6 '@#6# 51! &= / SG mym) X,+ &; -;: ;=O &3 i - : C ',B4 '(=H R3 S=.#= ' 7* \$ s9 4 s?% (=@. #aq@ Ž!H9H ` 1 [ B ` mymn "Q PY #N & O e$o!6#a 9pR ŠR & 9) - ##=Q X 9 # ^% O "#a% 56 g &= EF* i!6#% 0N O >9 Pp 4 ŽG) VB "#a 9e#H ()* " #RQ ( Heller & Feldhusen,1985) &:#6ae 9aa6 & S ˆ/ N.QR H1 1Q \ s:r S 9% & Š# i* ::4.#= em " ( &3 I9H E4 #6 (Tannenbaum,1983) A#!RH Z/9F i!6#% I9H.4 C ;e9% (;V " ( ;% C;Bn " 1 C a 1 œ:!6#% (QH A#!RH 9p [R3H C!6#% (Q i9p C ;Y^ ;ƒ!@ ;G!H9% " ( ;% Ce9% C " ( % & a (!= (+ e 4 o Cƒ! " ( % &;:#6ae 9;aa6 &; S; 9F Za.DN#% &^% 4 D@#6#% EF* -4 xa (+ 6 0N 4 xa ;!6#% E D/! &9pR% & k 1 xa ZVB!6#a ' 'Š# ( Heller & Feldhusen,1985) " 1N &3H!6#%.4 xa 4 & (Bloom;Sosniak;Gardener;Sternberg)E4 a " 1 # " 1 >9H ` e9% 1 " 1 CS=? 4 &#=@ G!H9% " 1%@ >9 xa h K(:.4 ]Re CYe ",=? S/ 4 A -* ZMH R+4 mq? w A# ` " #Gn (= a!f 1-@ Ž!H9H ` (= 1 "a@ Š#; 9;F ;.;< ZMH R+4! ` " #Gn " 9U "]H 9: & pa (! xa ' 1-N.#=.4 R " 1;% " 1 xa B) multiple intelligence theory -% " 9p & (Gardner,1983) j; O O E#B# self-concept " A#% P:c 1 CD E ^a D@#6#% EF«i 0:* v ` &; S;= ;c A;:U S; &;=.j; U P;a ;e " ( ;% 1- k#q;% \e1,) i1=@ E; (= " 1:S ' H 94 s # S? " 1 - \:#H ( Heller&Feldhusen,1985)

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11 11 (3) (! a 9 I 7 E#3e Š (2).P6% IN #% X ;/* 1š D@ "N, O ŠR 4 "N, 1Cy% T#RHC",=?% & \: k \ S ^9 & ZR= : 5! : Z(5).#R "6 Z (4) 9: #Q@ Pa 9;=! 9 Pa(8).p/,% -/ k#n ZC:1% &: S!N ' 9=! 9 Pa(7).p/,% -/ k#n Z(6)."6 (10). $ k# 9+ Z i4 Z9 a/9% R@ I= P= ~/ & # a " -9% & k9+ B1 Z(9).:1% &: S!N.9 ab* a E*@ 4-!% & E 1N 9p(11).&9)š & aq 1#M@ E* & j O xa 1 Z Z;(14). 6Š 1#3/ Z i4 C9Q@ 9 xa 1-N(13). SY! & SY6-9p(12).#Q@ % "a \!(16).k- (V E) a (15).-## (M% SB* ",=?.#=.QU SB@ (! A6!=% AqQ(20)."#$#% & \: k xg H Y 9N "6 Z(19).- " #6 Z(18).I \9: ½1N (17).$9 ",=?% S/ B) "$9 ^(21)."19=" 9H # &= (2). D@#6#% EF«Y! e j9e " -4.#=H.4 &= (1) œ: ŸR O 17U &= 4 PY # 56 S%. D E ^a - :@ Ž!H9% #aq T #4 " 1 Ÿ * Y!% " 97h% xa >9 Q 61! :!"# Gn O ZR Y? GR " 1#M 1-U #: i-4 e r#6#% SG i #aq QR ",=?%@ fa e.4.;= * & i-mn k#q% T#R " ( W!Q/ )H G, j9e i 9* CZe #.9p P6, & k9)4 # i4 S (! >,) Z!7 Z4 xa i#grh Q] (V # D@#6#%.4 9 Ca >9 &= mymn & -u #!6#% E ^) D/! xa sm L "6 " 1 " - : & (! PW4 Š s!q C #a: ",=? W4 xa O 9pR N D@#6#%, #a: T #4 ª@.4 A6, (% "N1% & Z4 O T#;$#% O E Pa]H P) 9M@ Pa rm4.(e C PW 9N4 & K4 9: #Q@ " 1%.#a ;R P;Y,j p/ '34.( P6 C i- JR%@ %@ < N, #aq & T #4 P: 4 ;n A;6, 9Q 1#M@ " "1 xa4 xa P<#Mc C SM 1H ` "?NR% xa 9GQ.#t D@#6#% mym) # ƒfn "6 ª@ "9 N (181 C C2003 C.9) 9 Ij#). Da% & Z#a i! N C c 1? SN4 C &9)š & ^ 94 PW4 :E% S!: xa R #Mn Z xa C.;:9 1;e) ;a \j# R D xmn4 O.# & ƒ4 B) D@#6#% ª!!QR@ ' B Š #;R 9;: E C9% #R 9: E D@ (! #]e -# & a ": 1 & [? (52 C C1996 ;B) #aq; Q;R "@ 9G$ 1#B & & D@#6#% EF* O k-h L CD@#6#% EF* k ",=?% 1?!Q.4 E 6 [94 ` ": 1 S JY 9pH ŠO C Emotional problems ",=?% D-; EF* D@ % 16 O % 6 D@ 9H 1?!QR@ 1 % 25 O % 20 D@ 9H D@#6#% EF* D@ œ :1u +,+ xa ",=?% 56 Tj#H (Cassandra Ma,1999, pp ) SG N, behavior indicators #aq v 97h xa]h ",=? :E* Personal intelligence M;q? ; xq [g E c 9pR #$ Z$ &= 4 R 4 CR (!a 1 Z.#=.4.- ( >1 "#a r#6#% SG a R B) Ÿ!/U 9? 9G: s!q@ ZQ;H &= 9GQ@ EF* h6 9? 9) (!@ C0#a Q/ S >1% "#a% 56 Á9H &! Pv 1N ^]H.Ye 1#M@ 'e9 Z# \ Sa &Q (V PW@.9? 6R C Infantilized #G I3@ :&9)š \ "N, E #aq v 97h xa]h ",=? :y

12 12 >9 Za sh9 N L social intelligence ; ; xq [g Z$ &= 4 #a: Q " H & /4 xa x r#6#% SG \ "N, E#)a peer refusal. 9N* ªe1.SG < QR R! xa (G) : S :1% SM S) - #aq v 97h xa]h ",=? ~ 6H s!q@ :1% A% E*@ A r#6#% SG ªe9 N ŠO underachievement : 1 j U dâ 4 ÃH œ4 ";H ZaH S B) self-esteem " 9H dâ 4 ÃH " 97h Z 1#GH N CZ!QR@ 61=O / 4 Z!6# )O O SG S N C6j O & QR ZHR=L ZH ZR= N A Za=H Za Pv/#F.9Q% TM O Z@ ` S " 9O T#7 S ;a] O ;Š Pw k-h 1 Pv 1N ^ D@#6#% EF* 1./* & (= e Arrogance :KM Š a] œr i-;71u im;.@ CP r Q " 97h 1#GH! k% xa PW 9N4 \ S E/ KM Š. #R E ",=? & EF* h6 Ã.4 &= M.PW 9N4 & PQ4 E^ '1#7 D@#6#% EF* 1 9: S B) Alienation r 9V œ; ; ; ; ; E; -* JH #;R@ Ž!H9;H ",=?; W@ E# &= ",=?% 56 O 9pR@ ; ; ;=@ 9$c [N# Q 1FO RH.4 56, 9F P64 /4 D@#6#% EF* i Social-Emotional Competence ;, & 61B Sl & `!aq "#aq & p/, & 6(V ",=?% 56 & I?= SQ - R+4 ZF (2). -R (1) œ: ŸR (183 C C2003 C.9) 9 Ij#) Mqa ` D@#6#%. ( 9 (6)../* ª@ T  #: (5). fgr% z (4). pa ³ O r9< (3). A,=. ";c ª@ # (9). Ÿ?R A 4 AH j 9/O A R Ÿ!/U@ 1#? (8). " 9 (7). ;::* "6 " " 1% & a c (12). 1 9= DH9 6 9 (11). -# xa '/4-9 (10). Z e9 Á ªe1 R 59? 9 #: Ra :Qc 9@ 1#? ]R j 9/U c (13) \ xa / 94 D@#6#%!V.4 R 9 mym) O c ": 1 (?H ŠO 7 1#M 56.4! ; / #;R &; 1 9;: 9;4 C ",=?a :Q/ '1? 94 C P<#/ k9 % ' 94 1n 94 Cc@ ': 94 C &9)š 9?% ':Q/ 94 C Y -4 e - 94 C PO a#% "%@ ' ^ 94 C JY; Z;R "9:4 \ 1#M 56 ªNRH (53 C C1996C.:9 1e). E* IY # Pa:!H1!7 i#; a #;R E; S 9% a s ~/ & ' ^ 94 D- PW 9N@ 1%@ D@#6#%.4 [!H ` a ": 1 #;N s ~/ &C...CPpR% (= xa 1 Cp/,% N- C9 xa 1 C +-l C5 #Q C; # 1?;% C ^% c 1 9: CE 9% C#ƒQ% Sg CRG C R@ C9@% C ^ ªNR 6 xa sh9h N.(6@ 281 C1998 Cº4 S (: ": 1 56 ª@ \ 1).&9)š S? :Qc CD@#;6#% E;F* k fe # #: ",=?% Etiology Ä!Q mq? xq [g - \$# 5 œ: Da &@ xa A S=?@ [j#h W4 O ",=?% 5<!!Q " (Q Ec!G@ "-H Situational factors :1) ZN# " ( œ:e*! (Webb,1993) #aq; QR ",=?% & r#6#% SG '::4 ' 1- N#% " ( % & sah " 1#M; C"3;NR ",=?a :Qc C% ^9 7 S D@#6#% EF* mym).4 & PV9 xae S N W#= [N# #! 4 au (V.#=H N W4 O C\ & 9H Su 1Q: E Q & I= A C%

13 13 T 9M 9H# s # & (=@ 9* \N Sg Z] T!% N,e > 9* " - >#a 'N9) IN #% & (=!M.9)š x= S@ \ 1 9: 'ae '- Ÿ?R.#=.4 i193 & C P;a O 1!= S Cc R^ P614 & 'R: K4 PW.! D@#6#% EF*.4 s!q@ C ªe9a '#$# x;a Ž 3; O PQ4 D@#6#% EF* S.9 C::* Pv/ [N# \!?H fe #.#GQ 9G@ Q:h W* # YH1 Pv=O (=@ #H " j O "#a: PR.#N# & 1!= -:O $1O S!: PQ4 PQ4 D@#6#% EF* 1-O s!q@ A i4 j U 'YaH Pa6hH EF* h6 k Y e9%!6#% 4 1.@ PaQ xa ",=?;.;@ ; 1#M@ -U &=.a=@ Pv/.#a 'R^ 'an P 1#G 1!= "N#H fg & P6^]@ ;Re?; a PN#H P6^ ' 9pRe CBn Mq? Pv,=?% Y^ ] 6 D@#6#% EF* k QU "N, C;º4 S; (:). ªe9 B) PY,j k e "@]: mr 9?% '( # 6.#=.4 (! E/ f3;@.9?. 9N* " Z#@ IN#% 6 (926 C1998 CSRN G 97) $# ( ^;] C;e# (V ' 1=e4.( C!9V " QH E,) & PQ4 &.K - PW* &9=! EF4 \.#a D/.9R CSan@ P6(=H.#Q CŠ?@ P#a:.#M Ce#% (V aƒ:* 4 C #H.?@ P<#/ & 1!=. PW#!BR N PR Internal factors :a) - " ( œ:y ` ": 1 Pp.4 O 17U 1 CZ QR #aq mymn@ r#6#% SGa QR R!@ G!H9 " ( x6! A6 ^ C -* -*@ R SM #6 B) a -@* xa e! 1#M@ "^1 D@#6#% EF* [RH [!+ N CY a 1 1=@@ G!H9% personality factors (e9% (V " ( % ) Mq? " ( c [N# 130 &; P6 ;Š ",; ;^H &; D@#;6#% E;F«#aQ; -* S; x;a 'e '(+H " ( % 5<.4.(Silverman, 1993, Webb, 1993, Winner, 2000) M;n C;@#V9% (;V #aq; "@];: ª;@ D@#;6#% E;F* mym) ª@ D@ N, B1 &=4 N œ: # R xa (Silverman, 1993, Webb, 1993,) ½-!% C "@]: /? >9G 6 " 97h xa]h :E* A% A 9 : C? >9G (1). r Q CGaQ 1M \ -3 C. 9N* \ T 9M z Ca IM O \@1 & SN* xa.9pr D@#6#%,.4 ": 1 & JY [Mn N &9)š \ " \ KM Š (2) L C< mmq% [N# IM 4 \@1 :1% E* A%.^]R PW4 i4 PW 9N4 Pw f a :1% : 1 SM [N# D-;. 9;N* \; ; ";N, r 9G;$ ' 1M; ;Š.; ; 1 P; ;^ S;a% (.(Webb,Meckstroth&Tolan,1982) EF* h6 9]R e "N % C a C" #B* ", Extreme sensitivity F9% :Qc (3) Å...1!)*.^u X/ P E/ 99 E Q; CP; 9GQ%!V9@ 1#M@ G!H9 x6 œ : N,)* 3@ Ÿ9% A6 Y ^ % (4) A-M rƒ Cfa O B) >9 S 3H 1 % ³ 56 CSY! "/ 1 xa 1 ~!."6 56 PW#1? & &9)š \ PY!

14 14 E#); s3; a S% Y ^ e mym) &; A#% 6 ZR3 S=@ E 1:, a@ (5). (137 C C2002 C P6 9@O 1Q! ). 1K (V " 9B Q; ",=? "@#B & Pv E/ '!!: D@#6#% EF«@ U #aq QR mymn.#=h.4 s9 & 6;H ";!ag ;e 9e # mymn a@!/9 4 a@n (V "N: EF* h6 #H ŠO B).#/! S@N N C1 (Clark, 1992,pp ; Seagoe, 1974,p.p ,Ysseldyke&Algozzine,1995,P.215).(1) E@ $# #6 a sh9h 4 w Ž!H9H.4 Sl ",=?% CD@#6#% EF«-u mym) D@ a!h9% ",=?% r#6#% SGa #aq QR mymn (1) PN1 E <9Q!"# 8&RS %&$7 &9)š Ž@ Sg Aœ.RH9 GR "R9 "!1 ªe1œ ::* " 1% rq ªe1 =Oœ. 7 P6% \ S O S% œ. "#a% T9: rq 9: 1.(l 3 aƒ:* & 1U O S%.Mq? i49@ Q!aM - 1U."a "# ªe1.e A 9 : A6 E#% T#RH.E#% "6 P< &9)š 1? \N#H.P69p & < A^ ` SB >/ ªe1.RH9 19=% F9% :1% s1.ia 1 " 9O xa PY d 9 G!H9% "#$#%@ fa GR% (V 1=e* S!H "@#B.7*@ Y!% PaQ 4 IF #@ a (V.QU "#$#%@ fa e Pp Ž@ #$ \$ VB -!: C p C 9GQ O S%.9c IN #% sr 4 r9a»* AqQ 1.,^ :1% & 1#R.7 S >9 Z@ &9)š S!N & k9 N.P< TŠ, R Z#H &9)š \ Q A &9)š \ ž S*. P 9H 4 1 ~;! C;a) e C>?, 5 C9% E#3 2 % & r Ÿ?R@ A T: s9 9] P xa 1 3 ",=?% S/ a ]R s!q "N, i1# 1-U xa 1 4 IpR sa Q% c & ~!@ \# 5 SQaQH " Š "ƒe 9?! 7* PpR@ T: \# QH & r ~! GR 9+ "#a Cp C Pq$ k# B1 Z - e9 " S% C % 7 "N#H VB NR (= xa Ye 1N.&9)š #H C" O 6 7 8

15 .rƒ, 4 " 97h 1#GH.E#ac >M4 S!H A.HU O ³ 4 % \ /# 1 A ^9 Ÿ 9eU.S r#6#%.#= 9p Z ) 4 Za E/ SQ &. 1 Za d9 \ & 1@ S.&9)š F E/? ^ 9H# ^9 E/ Z@ DGl "! # E O O S%.A6 "#$#. -R Q?% O PY S%.. 9N* S!N & ªe9 4 Ra F9% :Qc.ZY-! 4 ZN R@.#Rh &9)š.@ \N#.9 > 9 ]R O a% 1#7 P.#aŒ.! 1 15 (V 7* "#$#%@ \# Cp/,% xa -/ 1N 1N 9e #H \ C " Kn xa PY Ce#% a 9% & \H9 xg 5! Q@ >9 - \ ^9 & H9 1- CC-u > 6@ N@ Z# #a: C#R A6 " 9@% & 1- S!!V9 &9)š \ IFa a@ CF9% :Qc &9)š & Ÿ?R A 4 SQ= " 9e Ÿ!/U & à 1.&9)š S DH1 Ap 9) S : 6 N 1+U ^ a Y c.s% H9 #.Y j 9/ Ÿ? Z.@ k9 N.@š 4. 9N* S) fag% ªe9. non- conformity 9 %. 1š fy a i1# S! 4 TRN A.PpR (V '?! N.[N# Ž $ F#@ 0Q/U & JHR Ÿ!/U. I= -* ' 1 9:.9)š ZR \N# N ˆ & ' M C' H9 S NF.a#F % I=H ]a PY I? 5! i-9 S S3H C" xa - E,: O S% " & 1- \ & 94 9@ \ T#R 7 " 1N "6.E ;< Q;R M Pe 1#MN E/ a f O E/ 9Y - & ",=?% 56 E# H - O #H PN & ZpR S IN # G!H9% Ÿ# 3 O 6H 1 "!ag (e#h A mymn &9;)š \; ;-!% ; ";N, E ",=?% & O k-h Š S! 9Q% 4 1 Ž:# J^; ÆSF Z4 ZR E. miss - label r#6#% SG ŽRH :O w Ž!H9 - ` interpersonal problems 1#M; "ƒe #$#. D@#6#% EF«Fn mq? O Ec!G@ k-h N L CsG% ( #c S?a ( Ci9; 0 #:# rm 4 r 9G$ C ^% "@ 9G$ C\]a -3% #aq r 9G$ CY ^ 9c Ÿ?R@ r# M% 5!.SB # "@ 9G$ C&9)š \ "N, r 9G$ CA#R "@ 9G$ CPa "@#B

16 16 Webb,2000;Webb&Latimer,1993;Willard-).(Holt,2000;Baun,1990 O ";: 1 56 Pp JY [Ma) xae S=?@ 6-# r!:4 ",=?% 56 1-M X#! & [94 N œ: # R a r!:* 1-M% P64 g h;6 d9 - S@ CD@#6#% EF«lack of understanding and support : Q% P m 1#MN œ1.&9)š S!N &!R a EF* P;1 P; R D- (V I9 P= D@#6#% EF*e School culture and norms ::1% ( e+ œ2 ;aœ ;#@9H " K;) O ;: ;/ Pe Ce9% " 1 SN* xa Z9 a/9% & D- PW 9N@ r#6#% SG R6 R^ P614 sq/ "# O EF* Tj#H 1#M@ 01 % (Kleine&Webb,1992) ";N# 56 Œ 4 i- SGa $9% "N# 9Q 4 TM D@ QR T 9M S / j A4 ZQ.v9 4 a 9n.9 % C.9 Z1=@ 9* B)œ.#@#6#% EF*.4 >9 Expectations by others &9)š "N#H œ3 Žq;: - (H "#aq 56 C"N# # " - > 9*.#=R 4.#N9 Non- conformists 1;=O S;@ Pv 1N )O O -.#a PW²e &9)š Žq: s3 :Qc i7.#@#6#% EF*. % C&9)š O S;% ; (;%.Q : 4 social xq F [g.',b4 6-#.v 9?; T#;R s!q;@ Š #R. 9N4 "Á O D@#6#% EF* t Peer relationship. 9N* \ N, œ4 PW 9N4 EF* h6 1 1 C'R: K* EF* O PaGH O aq% " 1 H9% Pv#Q k-hh - Pv6 \;!V9 D@ T 9M S QR /#@ ',HN ' 1#7 Š s!q (Halsted,1994) s= 9N E,) & ªe9;a.#$9 PW4 D!% EF«(Torrance,1962) ": 1- [? N CE,: O e!% ³ &9)š D!%.4 S@ D!H C 9 & 9=!% " 9 R r1n* S6* & D@9% S!N & /Social Rejection ( M 1* D!%.4 1#H p/ ` Ÿ# 3 96p & C B* U NG U 7 'F# $.# # C #;H ) 9qQ; M; E U.#a S@ C = 9 PY,j &.#a #Q xa (!= 1*. (123 C2002C P6 9@O 1Q! Xg R = H1 xa P:/ S=?@ 9:* 9+hH Family Relationships 9:* "N, œ5 "#a 1#MN m O k^ &= D@#6#% EF«"@#B &!V1 O k^ Š.²e a=?.z # a% s:4 -c 1#M D@#6#% mym)!6#%!g@ fa.9:* B) &9)š S!N & PY - \$#.#@#6#% EF*e :&9)š S!N & PY R œ6 I: /) )0 &&1 2&*- 3&4 : &-&. E;R.- ;c Z ;B 5-;@4 Z;!F ;g ; ; I;9H O E#B# 1% &.#= N.; -;* E; ; ; agm;% 1# E4.@ E# 1FU 6 &= CA#% 6 1#GH?R ^#% " agm 9B S=?@ W #R St % "# 5 1#- :1 (Paynt,1983) s R (1983) A

17 & S E4 E,) & MMq% a "1 agm% 17 ;6 9;F.9: o 1 "Emotional Intelligence q7* " 1N D@ 9 0N a 9#GH l :9 & C (John Mayer& Peter Salovey,1990) >9 CH Pv g /a >9 &9)š & S3e4 1N P - 9e* ª@.4 N 2" 1 -O Pe E &1!) VB O N \@F " Š "#$# &3H ` ",=?% S/ C&9)š " g/ xa 4 9? +# JYR 4 * s= -* \ 4 E <* /9F 1MN s!q@ 3" " =6 RQ4 xa ' 'e9 agm Za( Daniel Goldman.%# E -) P: \% 1995 A z.1? Ž;Gq 1994 A 4@ N Caq% A,U SY: O ZH@=@ Z# ' 9p MMq% -* 9Y xa ' 9=/ x;a >#N#a 01 a - " 1^@ AN r= 6 ^]R = Emotional Literacy 1#R ". #R@ Ih Z@= z#: 9 E4 49N.4 O A S=?@ " E s L (= '34 49N N 9#R AqQH ` J K I M 51MH 1 (!,O ]3@ '@# M 1995 A 9? i ( )!M Ih% 6 P: ( H 19e.=9* % "# 1Q : # R xa I1 P64 ERH &= A#% w Žt E j A d#v S I1H "-H N ( Mayer&Salovey,1990, P.186) 1990 ;&T )& >)*+ I œ: & -9 &= &L & #.&9)š " H " & fn (! 9 œ.&9)š " H ", E PpR œ.> 6* j O ŽGqa " e - 1+U " A q: I #H œ ( Mayer&Salovey,1993,p.434)1993 ;&T )& >)*+ I.e9.Z: 5-4 \$ a -u -@4 g >w f@q I9 SH 9#G@./! AN o : & &= " PH xa 1 ": Z4 xa -M 6.e fn (= œ.a S=?@ e9% " Pe œ. a 1#G N9H >w ", E PpR œ " ( ;% -; ; ; 0; P;: Z;a ;af $ I9 6 1FO z : 6 a The Multifactor emotional intelligence scale (MEIS(tm) Identifying emotions 6g " xa >9 œ1 #aq " 97h% ª@ E,) & &9)Ê " a c 1-O xa 1 SH Using emotions" A q: 4 I #H œ2 :! : # 2 : $ 3

18 &=H ` " 1K% ;e9 C"; #H 4 fa_ xa 1 SH Understanding emotions " Pe œ3.9) O IN# & " ( H " aqaq@ >9 1-O C!9% " Pe xa 1 SH Managing emotions " 1 -O œ4.&9)š " Ž!$ z Q% ZH Ž!$ xa -9 1N SH :(Goleman, 1995,p. 160) 1995 U&V B&-? >)*+ I P= # &3 Ce 94 1#M@ c & -9 &= ` " 1% & # Z@.%# >9 a 1 " Z@ 9) \$# >9. Na IF H Ze 0c 9@% C"e \e ; P= ; Ÿ# 3; \ S a 1 Cc!YM " 1 9 Š_ 9?% 56 A q: 59?% -9 1-O ;a 1; CZe 64 fg.qu S?e ` E S* 1 a pel R 0c 1+O a 1 C" P;RNO &9;)š 9? \ S a A#H "N, &#=H a 1 \ Pa) - 1 e9 &9)š \ IF."Pv-N ( Mayer,Salovey,&Caruse,2000,p.268) 2000 T& ;&T )& >)*+ I Pe r: 1-O R3H P B) "#a% xa 1 " #6.4 xa mr i a ::* "#=a ' 1#MH (Salovey&Stuyter,2000,p.18) 9F I9 6 1FO z."" 1 -O œ : x6 -@4 S ::4 xa Tj#H ;! 6 [g 1R perception/ appraisal and expression of emotion (! P 1-U œ1 : " 1.(= 9?%@ C! c@ G!H9% H " e9 xa 1 œ4.1n 9p% P-/4 P#a: E,) & &9)š " e9 xa 1 œr." 5w G!H9% "c & (! C" & fn (! xa 1 œ.aq% " D@ fn ^ xa 1 œ- C(=; x;a O S=?@ -9 " (+H Emotional facilitation of thinking (=a (Q œ2 :! 6 [g 1R.% "#aa 5!, -9 Z#H œ4.69h " #H &Q/ xa -9 Q œr 4 X;/ i* im; R+4 -% 9pR "# " xa Z]?H E & Z!9H A? & -9 -@O œ. T#$#.1=@ a E: SQH 1FO N- e 1#M@ ",=?% S/ œ- Understanding and analyzing emotions; œ: ; ";#aa U I # " Sag Pe œ3 œ:! 6 [ 1R C employing emotional knowledge.a "a= " D@ N, 1-O " IRMH QH xa 1 œ4 4 1Q;qa - s/m% x:* 4.^c S CR@ "N, 1-O " R3% y% (QH xa 1 œr..(ë6 >#n &.#= E!69.4 :E)!9% " Pe xa 1 œ

19 4 1#7 O s3 4 C x$1 O s3 E#. 19 " E!H 4 E# =O 1-O xa 1 œ-.1 Reflective regulation of emotion to promote ; ;a #;R ;N9 ", fn PpR œ4 œ:! 6 &3 emotional and intellectual growth.1q (V 1Q " S!H " xa xa 1 œ4.vye k xa R@ " &a -@ 4 xa 1 œr.&9)š@ Bn 4 H #: xa 1 œ U " PH C!aQ " S@ Š &9)š@ Bn 4 H #: " 1 -O xa 1 œ-.pq3h 4 œ: # R xa 6j9@4 ERH &= (Q 9p "6 -M 6 [/9F ;1#+ IRM;H Z; A; 9;G 4@ : [:&<9V 3&4 XY ZV)+ 2&*- 3&4 4V U F: W H)0- D&1 (1) Pe xa 1 Z@ Ze9 i Š Ci- 4 == Š C-9 Š O a (Thorndike,1920,p.228) i (Gardner,1983) 9-1 O '#B CQU "N, Z=.#e9M Pa "R! -* CQR E9 1 -O ZQH xa agm '#:.,=? &a &9)š \ N, >9 -% & Z9p &$ Z;@ interpersonal intelligence &9)š \ N, (Gardner,1983) 9-1 >9 1 Z@ Mq? >9 D/. 1#M@ P S P I C.#a I CP9t C &9)š Pe xa 1 ';e ŠO 5 6 1M4 & #: 9.c Ee S=?@ Z q: C" a fn- Š# \$ xa C&9)š " H e9 xa 1 &3.#= Ÿ 4 & Ž Pv 1#M xa (Mayer&Salovey,1993,p.433).Ze4 mq? (=H Z# R3H ` "#a% I #H CR@ fn ^ Z#= Gardner 9p &9)š \ N, Š Mq? D@ \F G S 9p & e Š œ :" QÌ RMH &= " 1N &3 œ.59?% Z 1-O 9% p/, &3 : # œ 4 S!N & " \ U S P. O S=?@ #GH " 1 1-O &3 :" 1 -O œr..^c Cfa C>#n x;a 1 C!aQ 4? " Ž!$ > 6* f e - #N " S &3H :H e œ."e T!7O 1O 4 SH 9?;% &9)š >,) S!H CP69p " 9H Pw A6 &9)š " :Qc S? :IF œ-.". " 1% = &9)š " 1 -O &3 :"N, 1 -O œ;6 N, Š., "N, 1 -O CIF.4 R@ CMq? S x#.4 ˆ/, " 56 O 9pR@. a ::4 -@4 C&9)š \ ; ". #R@ P< E 5 6 (Mayer,Salovey&Caruso,2000) 2000 #:1 #: 9 h (Q;H ability model / \]<8 >9 #VB 5 6 1FO z4 "a a "=l S@ : % & eqi.org/fultext1.htm#emotional intelligence meets traditional standards for intelligence 4

20 20 mixed Gaq% Q i (Bar - on,1988).4 œ1;@ Š#.%# Š#R 9 9G.models 5; ;6 S; personality theory $_ # _)0 `&_* &as b<c 2&*- 3&4 ^&* H)0- D&1 I2 E4 51;FO!; well-being model QU 6e9 Š# B) (Bar - on, 1988) (McCrance, 2000) z C Emotional quotient S% " agm 5 1#a Z:1 Bar-on Aq: N C 0 u 9+hH ` " 1 & # ZB#@ a ' '9H (Bar - on, 2000 ) 9G Š#R 6 #$ œ: &3 Cƒ! sg% \ fe # mq?a a= 1 xa." & (! P # xa 1 œ 4.&9)š \ e "N, E#) # xa 1 œr.h "e " ^c Ž!$? " \ S xa 1 œ. 4 Mq?!G " Š ",=?% S/ / \ fe # 1 œ- : 6 " QÌ i(q ZŠ# (Bar - on, 1997 b ) &$ N CAdaptability Y #% I= xa 1 C&9)š \ N, " 1 CInterpersonal skills " \ S " 1 5 ; = S 1G@ R@ a C General mood A ^% CStress management Ÿ# 3 1 -O ';: 15 ::4 1u QÌ xa j# &.#=H ` Bar-on Emotional Quotient Inventory \ S xq) 1G! 5< E* 1#l [g 1R.##=Q P6% & -@ ZN, 0 '9e ;# C Emotional self awareness " ; "@ # C Self - regard " 1! : -@* (" xq; i; ) y 1#l 4 C Self - actualization " fg C Independence E,: CAssertiveness &9)š \ N, Social responsibility #ƒq% Empathy IF :&3e (&9)š \ S Reality \;N # 1!) :&3 (e # 4 A # )~ 1#l xq D/. Interpersonal relationship &3 CŸ# 3 1 -O : \@ 9 1#l xq R@ CProblem solving a=?% S/ Flexibility 9% testing A ^%@ xq% ()* 1#l.4 R@ CImpulse control "e P= C Stress tolerance Ÿ# 3 Sg.Happiness -Q Optimism E :&3e Š#; 1#;F i (Goleman,1998 b, 2000) Za 3?C )08 d)* & &ay ; 2&*- 3&4 ^&* H)0- D&1 I3 Z a "!G 1FO : 1- O Z,) & Z# i -* 9p xa % Za fag i9p x;a 9GQ;a -9; "=²@ Š IY # ^ ]R@ #!Ra B) "Q:h% e S E R@ e S=?H ` % ]R O -h% "N, 1 -O C x# C" 1 -O x# " 1 ";#=% k9;pr 51#MH.%# d9.emotional Competence =@ (Goleman, 1998 b) 5 4 : E " = eqi.mhs.com : 1 * +,-./+ 0 '() 5

21 .(Goleman, 2000,p.75) U&V 21 B&-? $+ ; &*- /3&" &-" (2) = BV = Social competence : &9)š@ # IF œ &9)š n Z# œ. S Q:h!G@ # œ :&9)š \ "N, 1 -O.&9)š@ H1 œ.&9)š (+ œ.&9)š \ SB # œ.t 9M 1 -O œ.- œ.&9)š ^g œ.&9)š \ #N Ž@ 1 R@ œ. \ S. œ H Mq? = Self personal competence : # H " 1-O œ H ", fn P œ " œ : " 1 -O." Ž!$ 0Q/U 1#? œ.= 1 œ.j ¹ \e œ.1-!% œ = -* "; >9 1-O Emotion Recognition " PpRH Emotion Regulation : e8 B&af %&$7&8 9!: ; 2&*- 3&4 :&6&. x;a. artistic expression (!@ >9 97! S=?@ G@1 1=@!6#% & X -M@ P6.(= -4 ";a P;p.4 ŠO C!6#% 1=@, a= 1#M xg Z²e Z1=@@ G!H9% % " 97h% /4 (!.4 & PV9 ; /.#= Z1=@ O R a=? g R CA# S # ` ",=?% D, S/ R+4 3H!6#% 1=@ Ï;% ;N The limbic system µa j Ž?RH?% 9H# >#n.4 >9 Ck1=@ S a SN* xa Zƒ 56 19t - # sc E.4 R@ Cq% 9? ",=?% S/ 1=@ & #ƒq% ffr% fav O Š k-h CÃQU (Freeman,1983,PP ;Freeman,1998). ",=?% S/ 1=@ & ^ O \e L ffr% E;F* ; # ;N ",=?% T #4 amh 1#M@ (Cassandra Ma,1999,PP.23-24) 1R: [RH N * 7 ' 1- sah " ( %.4 xa "4 N C #R 9: & z9% #R 9: E - -^ R D@#6#% ';H9 F!H1 193@ Ž!H9H a!6#% e9% 1.4 O [Ma) a ": 1.4 [p/.9=!% #G a/9 1 RH i193 & Za Cc U 4 -Q 193@ f@gh e9%!6#%. C@ e c ]R@ S; O D@#;6#% EF* k QR H1 "=²@ E#B# 14 ŠO A6 1- R@

22 22 ;c " K;) U 1?% xa 1 " ; ; &; 1- xa &7 1 #!M g s; Za CD@#6#% EF* k #R rq/ xa z9% #R@ A6!% & 1R: 1g C [Ma) N.QR &* S!: r#6#% SG T 9B E/ 9G 1R% ",a :Qc i7 ##=.4 xa ` \@G " Š " ( % ª@ g O D@#6#% EF* k #R z9% #R D@ N, =7U aag & '34 : x6 A S=?@ c ]R : 1 ]R e9% " ( % Z@ PQH i ÄQR.j#a Ð Q µq.j#@ PQH Confidence : œ1 O Ec!G@ k-h L CS!Q%@ 1?!: 0Q/U O e$o C" Ž!$ 9GQ xa ZH1@ -9 0Q/O H `. ]R xa 1 j U xa 1@ 0Q/U : Curiosity z9% E#3 T,G: s/ œ2 fy;c xm;h u PaH R >? w Z: 7«a >? E/ E#3 6 P.E#]a km 9Fq% a E!NU C : Intentionally >-< #aq R 1 9: M "@.O / > 6* fg xa 1 9BU 9@% P L Cƒ! >9p S xa (+!V1 EF* 9p.4 w M.a sa ",=?% S/ O EF* h6 S P CER% : Relatedness &9)š@ Ÿ!H1 œ4 " 1;% &; ; rq :1% ]R =O P L C&9)š EF* \ xa 1 O (?H. :Capacity to communicate SB # xa 1 œ5 -;O C -,q: 'e9 xa 1 C&9)š \ "#a% E-!H Pe xa 1 SH.&9)š \ U S & O 1#M@ VB :Cooperativeness œ6.&9)š "/ CH "c D@.j # & T# X /O w M xa 1 PMRH PW4 O R ^ k^h D@#6#% EF* R à ` ",=?% Pp.4 '34 ( 1R:) k9h C&9)Ê c H c C&9)š " CH Pv S \@G " Š "#a% ^ &; ; JY; "9 4 ŠO C "#a%@ 1 N- 9Q@ z9% \@G " Š "#a% ^ xa.1-n PW4 Pv1N.²e ƒ! & "#a D@#6#% EF* xa Re C"#a% ^ % Ye " 1 D@#6#% EF* k.4 ": 1 Ca=?;% S;/ E#F4 Rj 3N O D@#6#% EF* S ŠO CEF* & P6(V & Ia_ "#a% 56 ^ xa 1 global.#=h.4 O D@#6#% EF* >1 S CR "R: 4 "-,q: S!N A S=?@ IN#% Sag -;@4 Iaq F/U #$#% (= xa 1-N r#6#% a / SG.4! ŠO CSB xa D- EF* ^9@ a -* & 94 % -4 4 a=?% S/ "!ag Pe u [N# & a#f % 9@% CZa d9h ` a=?% 4 % &; \H9 1N 1 O \ ah (V #R E#a/ 9F O D@#6#% EF* S Ca=?a a Sc 4 a S;Ga 9eR & T# s!qh N W4 O Y 1 mymn 56.4 & PV9 xa.a S=?@ 9% 4 R6 # ( H xa 1 xa R@ &9)š S!N & SG 1 - C: 1 j U & G:# "#Q kš,h \ SMe SG \$# R B)

23 23 k9h # xa SG@ k-hh L Cr 9V ^@ 0Q/U O 1#?; 6 P H Z@ k-h CIaŒ mymn 9e #H.Z!6# )O 4 1=O O (Carol Morreale, 1999) 14 ŠO!7O xa S D@#6#% EF«^% 9 "c 1-O 1FU 6 Da% xa s & EF* h6 &=!7O "/ EF* h< s &3 CO 17U f!: ",=?% & Sa.;H Pv 1;N S;!H P;aH O ;c 1;!= \; ; U S; C. 9;N* \; ;e ; "N, NO (Ysseldyke & Algozzine, 1995, p. 218) :=*9 > ; X&*- 3&4 <+ :&*8 & 6(V # J3R = " 1% S QR " ( % & -.#/! 01- ` " mq?a #aq -* & &Qt N RH.4 ª! i9 am " Š " ( % [N# ZO 1? :1% Pa G?4 " K) "e D3H P.4 GR% &..< #aq " 97h% e Q]H M " -u Sag & 6 6 H Emotional-Social Learning Pa Q 9$c P= a ::4 -@4 +,+ -# O D/! & ( (? ŠO CB) M@ PR D@#6#% EF* M@ EF«@ U QR " & (! PpRH Ž!$ a EF* 1N i (1) sh9@ 6 EF«QR M 4 QR c -# a >?=: Pa a EF* 1N i (3).&9)š \ O "N, &#=H a EF* 1N i (2).9?% Pa.4 C Pa \ >- 9 EF* 1 M QR M agm.@ E# M #R 1#MN 4 9)H.::* -* " 1% # a " 1% 4 & :1% c ]Ra Z 4 SH 4 fa "@ 9G$ Crƒ S (Gn QR "@ 9G$ 1#B & (= 9FŒ & a '/ 94 EF* S 6 d 94 &3H.!M >9p d9a /, "@ 9G$ a fag ` Ma "@ 9G$ C&9)š@ Ÿ!H1 IN #% # & s ##Q "@ 9G$ Mq? "N, r 9G$ 9% ž#? y # r 9G$ Cfa O =9* % "#@ i#ro F [94 / : 1- JY (?H Š & 94.sQ=% 0 ^]@ 1#? /,.# ` #aq ",=?% s!q@ J K 56 &.-9G 9 Pp J K@.# a% EF* d9 a/9 EF4 & '(.4 ",=?% a sa a 1 A s!q@ J K 56 & P<F4 s : EF* h6 9:4 & %42 & sag R s!:.@ Ñ 9M =! C7* 9@ s9_ Cr93 C1K% (V ÄM < s3 "@# ª ) S SGa Š O >3. ",=?% & & 1 M EF* & %24 O %16 y.(a#r ",=? C $ c J K $ # 1#M, YN# S) J 9@? 1R.(Shonkoff,&Phillips,2000,P14;Zeanah,etal.,2000,P.35) w K 9G.²e QU Mq? s # ª@.4 & PV9 xa Z4 #$#@ Hc " Kn X#! JY 9pH ;R+4 R#a: xa 9G: 'G!$ 01 RR= CRMYM) 1 & 9) CMq? RH 1) xa IN#H Mq? RM) & w S 9G a RR= CR Xg X /* & 1 & C&9)š \ -! "N, NO ;% 7* & Z@ &h R# & xhh Ò 4 5- E h: 9F ŠO Za CX /* \ E/ / CIF # "@ 97! S=?@ Ž!H9H a ]R ]! $9 -Q - # sc :QU c C A q: E,) & a SMt.4 &=.QU.²e CE% =% 9GQ # #6 c P64.@ - \; SB # "@ R RH S R / f 9MR P64.* C 1 R@ A6 P 19H i.=% #6 (! j.o Ï%.4 C xa R ^ H 1#G Pa " S.4.&9)š

24 S; ": ' N.#F,e4 EN N CG?* "6 "#4 24 w»/ R@ 1 ` "#a% C5!@ 9 7* Ze.(Freedman, 1999) 0:4 Z Pa #R;@ A;6 x;a E,) & Pa JR >9 1# S ½-! 1H.#a% 4@ N ;% ;]R 0:4 6 ` =@ >9 N9 Mq? Pa fa% i9pr X 9a i#@9 I #.#QR 4@ Š xa R@.&9)š \ "N, ]R 6 E* - 9 & (Goldsworthy,2000). R!:R% Pa ƒ@ VB #@9H J 9@ VM@ Š ";#=% P;64 ;/ ; " 1;% D3;H 4 xa 5H (.%# E ) 9pR " 1#Ma Z@ S E ; Q;@ ';::4 A#;=u Pa;.;@ PaQ s!q@ Š : 1 J6R% a ::* " 9O S '(! 'g Z # Pa PMH E.O O #$#@ 174 N.learning is a socially conceptualized ; y; Pa; G?4 A q:@ Pa 6 fg =O O ' CEe PaH ft PaH fa). collaborative and cooperative learning activities I: e8 B&aC E X&*- 3&4 <+ ; =*? :&&' 'Q; ;Bn ;-9 " 1!6#%@ A6 C\ #ƒq Aa 6(V.- 79% š #6 Pa v;h [? ŠO vg P H v=o xh9h.4 &=.š ( M SG =a!6#%e C #ƒq% 56 \ '@] C;va@N S; ;H O k-h C ^ 1=@, \e - ah i#@9h ÑR S R 9@ 9 (V ŽY: 51;.#=;: ;YRe ' ^ 'a. ŠO O Š f & 1 c "#% 041 xa Pa% ;@9 ;9@ 6H R!H 5,H D@ & Y: xa S 4 9H C 5,H "=U & I?=.(4C C1999 C Qn Z,: Q ) -* " 1% PaH M@ :1% Pa ]R C #R D@ N, D/! & (= 1 ";pr% Emotions ".4 D/! ª@.(Raver&Knitzer,2002)B) M@ ::* 9H Su R4 Pa R S3e4 1#M@ w Ia= ` A% E* i-h &.(Hyson,1994)Pa #R " S= ::* ; S "N, H.'34 EF* a c 56 f!grh.rh/ =% * iš B) &9)š S!N & A 9/ Pw DGl 1!=.4 EF* 9? Re.EF* i i#q QR #R Pw DGl 1!= 4 &7 9 EF* D@ #Q ; S Ž@9 EF* S.94.#a &9)š S!N & S!@.9? R O 1#M@.#!]Q PW#9t PW1 5#;a A q: EF* 9Q.4 Sl & 9G 5w.# Pv/ & ' ^ S=?H ` Ee* "@ G!H9% 9pR "#a% S#g xa Pa% Q% " 1#M & - ()* š [/9F.S!Q% c IN #% k#q;% \e9 1% =U P Da%.4 Su xa )h C 6 RH <,) & &= #@9H ":1L O &;= CD-; EF* "/ \ '!9H D@#6#% EF* "/ S+H ŠO D@#6#% B), k a A œ: # R xa RH Pa% 1-4 g A S=?@ : ŸR ƒ! 56 mym) mqah :@ O PaH ƒ@ ƒv œ1 A; S=?@ :U QR * & #an CQ 4 i- 51M. #: >#) i4 & #an 4 19 R ƒ@ œ 4.\9 Ÿ# 3 CE, : 5 9U r 1!U & A #an.g?* IaŒ #G 97 1) / 9/,a 9e#.@ Š 9c œr.>,) T#R E#!N " 9?% >,) E#!N, Da% D@ E-!% A 9/ œ

25 S;= -9 "/ Š :mymn " 1 25 &! P P Q%.P Q% E=74 IaŒ H ah J ^.#=.4 C?NR aq% " 9H E,) & : a ( - ƒ@ œ;6. 9 (V 9 J6R% I;aŒ S/ a Pa " -4 - # S DH.@ Š :a \@F " Š % $ > 6* -u PaH ƒ@ œ 1 9: E#) " 1 ZaH Caq% Hc " 1% Z@QO Cc IN # IaŒ < d9 ",=?%.&9)š \ "N,.PR@ 1?% C&9)š " a Pa% & S Pe S!@ Š :A6 IF œj.pa & ^%!V9 z9% E#3 I?a a Pa ƒ@ - # \eh.@ Š :Pa e - 1+O œ.c R Pa ƒ@ xa Z1?H 1#M@ 1H ",H E)-²@ Š :9% œÿ œ: xa 5,H Q.4 Pa% xa œ2." IRMH QH <,) & &= " 1! " -9% PaH œ 4.9H A6 1 Su PW@ 0Q/U œr.< (% IN #% X /*@ N, 1-O e H Pv g œ.pa% " 9H Pe œ- œ: E Y 9O S=?@ " -71U 56 Á9H &=.(Hein, 1999 & >9M@ ', ) EF* k RH " 9O (3) PN1 E 6C 3)VS œ-.. a@ Q kšhh.4 x?)4 E#H.4 &= C SH aa E#H.4 & '!e œ1 J^ 1 H#B.4 x?)4 E#H.4 &= C... & I aa E#H.4 & '@ œ2. Y,j 5! [?.PvN B H.4 x?)4 C. ƒ:.- Y,j & 7* )H 1 Ã: œ3 '@ H & 9B S=?@ K œ, xa 9 * 9F &.'jo '$ P!!: E#H.4 & '@ CA# A 9 xa [Q y@ 974 E#H. ;H #ƒq S H.4 PaH œ, A# & '@ H.G@ ah & aa E#H.4 & '@ C9Q@ 9 [N#.@ 974 E#H. œ E#Q ah & Z E#H.4 & '@ Cs #a a Ë6@ 974 E#H. œ &; '@ H H Q@ P6 "; Q@ Ze!% A6,. A# ' 9H# 4 k14 Z E#H. œ a 9? xa >9H.4 E/ œ Z#a: xa P=c S!N. H#B ª 'e9 O [:4,6 aa E#H. œ d9e & '@ #G. \]7 œ 5 9U@. 1? \]?H \ " 9M 56 & X xa P]?@ Š." 9M 5< E#a/ \$ S/,a Ÿ9? (V '# AN œ H Pv 9B œ

26 26 &; (!; & #R= k# a P6B1 RH, / & PY 1Q:@ Š.Pv &; 9;c (! xa, \]?H œ # a Pv -9 A q:@ Pv h B&aC H 2&*- 3&4 <9 G9&8 *M =*< b"g H4 & E hq ;9F 9+h;H.@ 4 #@ #: 1.EF* Z@ A# Ÿ? 4 Se S ' R 4 'R3 '#= " H r; U 4 saq;@ ;O E;F«; #aq "9q% a EF* 9? "#a: 5 P=e ; ;ah J6R - O 193@ #R a EF* Q sagh.(raver&knitzer,2002) PH Su "#$#% "@ A6.#=.4 S@.97! 1#M@ =6 " 1% E#/ 6 #u " "N, 56 & JR SH "N, : Xt 7 S.4 R6Š \$ CEF* PaH J 9@ IN # S.(Elicker&Fortner-Wood,1995)B). 1=e4 Becoming Aware of Emotion Style 1-4 a & (1) 193;@ 9? 1 EF* & D#ƒQ RR=.RQ4 & (!a 9 9G & ' / (! 4 1 O a RH1N.š G) 1#? 6.@ 'a C# c IN # IaŒ &9)š sg \ S R TGQ% 1N 9? )O P% & CEF* i #R PH H P64 &!:R 1#M@ </ >9M H 9? g >? aœ "#Q P.#a%. Y, 1#M@ >9M I RH & 9Ó! PÔ I #$#@ 1.4 R!QR@ ' #!G@ Ca ž ` e@ mq?a r#a:* 9+ 1 C " Kn Ÿ 4 Iaq fa e S & ;H1 i#q R 3 1.(Hyson,1994)Mq? " % PpR@ CZ R#= ^% c@ C9:* c.s R@ A a EF* Q 9F sq4 g =O O 9? RH Z@ 9 i r#a:*@ : aƒ:* a s4 A* & A# H 9? &H 9H E/ :Ä1H Ÿ? = Ò 9?% " 56 "1+4 ` >9p (4) Ò R6Š "1 - ` 1=e* C! e4 --1 IB Ò9?% 56 a "9+4 1#e 1#M@ 'ƒ7 [ae S6 Ò'! RH a6 [/ S6 E% S!: a Ò9?% " 56 "1-4 I ( ) ÒS Š e P ŠO C< Ò.9)š r]: I ÒP< [an Š Ò Š & "K I=e [ ŠO Ò&9)Ê H 9? & "K S6 (-) i4 [!Q; 4 Ÿ; 4 i4 [;41 S6 C</ e4 --1 Z,) [?H ` " A# 6 W \ 4 s3; ) w? H [ ŠO E% S!: a ÒH 9?% " & (!H r#a:@ fah " 1M!: #R " [? 4 [ # Xt Š ÒP SH P69H & EF*!QR@ Š Š (', Ÿ!/U ;# Z4 Pa.ÒA# Š E,) " 4 9? i@ 4 1- a &=H # Š Ò!:R 1#M@ &9)Ê R KH 4 i#q 4 94.#=H.4 a Q s1 6 &= Caƒ:* 5< ƒf) i9)4 B "@O 9;% t 1.(9:* CP SH P69H & EF* CS,j) #/ & &9)š a a r#a:* 6 9+h c G?4 & " E^ 4 SMe &= E# f!:. Z@#a:4 PH & &= ( A* s1 6 :1% ZH,H,: Ap 1Q ::4 #G) " & K ž I=@ 4 1- a 9%.#.# ::* 3 B) Pw DGl 1!= EF* U S "N,.4 7.&9)š \.EF* h< #R P :EF* \ O SH "N, RH (2)

27 27 1; O.i#Q #R a EF* Q Ö9) ' '( -9 SG S!H \ S a H1N H 1; O \;e (Elias et al.,1997)paa EF* S6hH SH "N, R! '::4 '!ag #6 Za!H SG@ A6 "N, NO S.4 Ra.Pa & ^a e - R PaH ƒ@ 9e# EF* 1 B / 9M S! A6 / 9 C Ce9a P/ B) EF* " 9? S!@ Š #4 EF* \ i#: SH A# 9+O '# # c DH1 G?4 E,).!:R 9G@ / 9M@ R (! Pv QH a EF* Q (; 'B9e DH9 Š G?* 56 H.Pw DGl Ee* --1 &.#a.9 EF* ˆ/,.(Hyson,1994)';L 4 ',: Pa S. R 5w A & S.4 Ra.!F 1#M@ " R '.Pa; ;a EF* Q% ' 9F IN #%!aq " 1 -O Ž!$ R@ Ae #R a 9H (+H " Š '# 9H # 1#M@ Xg ` ( M Ee* 7*e sm% [ Z4 9H RH/ ' 9H = P< CPe r#v9 EF* h6. ŠO ", "ƒ K RF4 KÂ A# S=e EF«QR ; 9;p & ÒP Zae 4 ZaN e 9=e EF* ", & ª@ \9QH.4 E/. = 4 S >B@ ZRH 59RH S6 C" #R: \@14 9 & a! i af s=: ŠO ÒEF* O E #N* Ee* 56 S arh ` :9.(Warren,1997) Ò CS% CÄ "#aq & P IN #% EF* \ ah r#a:@ 1- a 4 d9r :j+ k&#- = :S6 ÒA# S EF* h< 69pH Pa i-rh PN R EF* a ah (4) ÒP X E/ EF* \ i9m@ SB #H PH (r) ÒP69H & EF* S= - # C9 CS! CA 9/ 9pH ( ) ÒA 9/ a - "#B KR@ EF* \ SH (-) Òa% IR #Q s:4 O #]a.- X- #/ G)* EF* r=h1 S!H (;6) Ò'!:R Š.#= R sa EF* \ 1?H () ÒA6@ EF* O [MRH (j) ÒEF* " S! IF 9pH ( ) Ò'!:R 1#M@ / 9M@ Pv 1 -O C(! C 1-O a EF* QH (Ÿ) Ò" 9?% 1=e* &9)š 1? SQ% (= a EF* QH ( ) ÒEF* a!aq A=/* 1 BO sr]h (E) ÒR!% PMYM) PvMq7 EF* "/ A9g (A) Òaq% SY! & 1) 9@ EF* -^H (.) Òc R Že PvQ P6-9 ",=?% Sc EF«9e H (Ë) ÒP1 P@9H #H & EF* \ SB #H (1).(Center on the Social and Emotional Foundations for Early Learning,1998 & >9M@ 1M% ) PH >-< f9f &e. #R PH ` IN #% "#aq@ 1-4 a.#=.4 P% &.EF«i#Q QR H1 9e & ^.4 &= "#aq 56

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