何函儒老師簡介

         姓名：何函儒
職稱：助理教授
研究室：R-227
分機：4780
E-mail：t2024032@gm.cyut.edu.tw

 

授課專長：兒童發展、測驗編制、幼兒情緒、心理衡鑑、心理與教育統計

學歷：國立臺灣師範大學教育心理與輔導學博士

 

期刊發表

  1. 邱華慧、何函儒（2026）。Time Will Prove Everything—專業認同對準教保員生涯適應力與時間距離之研究。教育科學研究期刊，71（1），1–25。
  2. Ho, H. J. (2026). Analysis of the Competency-Based Curriculum and Learning Strategies: The Moderating Effect of Educational Resources. Discover Education, 5(1), 94.
  3. Chiou, H.-H., & Ho, H. J. (2026). Dynamic emotion recognition in preschoolers: An augmented reality investigation of early-emerging emotions and later-emerging emotions. Social Sciences & Humanities Open, 13, 102853.
  4. Chiou, H.-H., & Ho, H. J. (2026). The longitudinal impact of pedagogical digital technology integration on educator–child relationship quality in preschool: Moderating effects of child sex and teacher professional frameworks. Education and Information Technologies, 31(2), 1-17.
  5. Ho, H. J. (2025). Exploring the influence of affective perspective-taking on the emotional development of preschoolers. Social Sciences & Humanities Open, 12, 101845.
  6. Lee, L., & Ho, H. J. (2025). Technology-driven initiating actions influence movement patterns in HMEAYC musical activities. Scientific Reports, 15(1), 23636. https://doi.org/10.1038/s41598-025-09177-7
  7. Lee, L., & Ho, H. J. (2025). Technology-Enhanced Multisensory Music Education for Children with Autism: Effects on Sensory Integration and Learning Behaviors. Eurasia Journal of Mathematics, Science and Technology Education, 21(7), em2664.
  8. Chiou, H.-H., & Ho, H. J. (2025). A study on the correlation between the learning strategies of college students with lower socioeconomic status and academic achievement. International Journal of Education and Practice, 13(4), 1320–1333. https://doi.org/10.18488/61.1314.4460
  9. Lee, L., & Ho, H. J. (2023). Engagement with music technology in special educational settings for children with disabilities. Engineering Proceedings, 55(1), 27. https://doi.org/10.3390/engproc2023055027
  10. Lee, L., & Ho, H. J. (2023). Effects of Music Technology on Language Comprehension and Self-Control in Children with Developmental Delays. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), em2298. https://doi.org/10.29333/ejmste/13343
  11. 賴思妤、陳李綢、何函儒（2023）。身心障礙學生心理社會功能量表制定與體適能之相關研究。身心障礙研究，21（1），66–81。
  12. Lee, L., Ho, H. J., & Bhargavi, V. (2022). An examination of the effects of figure notes on sensory processing and learning behaviors of young children. Pegem Journal of Education and Instruction, 12(1), 56-73. https://doi.org/10.47750/pegegog.12.01.07
  13. 賴思妤、陳李綢、何函儒（2022）。中學生正向學習量表編製研究。教育心理學報，54（1），155–178。
  14. 李玲玉、何函儒（2018）。聲音光束對特殊需求幼兒溝通與動作發展之影響。教育科學研究期刊，63（3），69-104。
  15. Lee, L., & Ho, H. J. (2018). Exploring Young Children’s Communication Development through the Soundbeam Trigger Modes in the 'Holistic Music Educational Approach for Young Children' Programme. Malaysian Journal of Music, 7, 1-19.
  16. 李玲玉、何函儒（2017）。多感官音樂活動促進多重障礙幼兒持續注意力與肢體動作之學習成效。特殊教育學報，45，25–54。
  17. 何函儒（2016）。小一語文資優生情感性觀點取替之探討。資優教育季刊，141，21-29。

研討會論文

  1. Ho, H. J., & Yang, Y. M. (2025, October). Tracing Emotional Cognition in Preschoolers: Foundations for AI-Enhanced Learning Tools. Poster presented at The 2025 IEEE SSIM International Conference, Taichung, Taiwan.
  2. 何函儒、楊依旻（2025年10月）。從辨識到外在情緒理解：幼兒年齡差異下的情緒理解能力探索─以Pons理論為基礎。2025兒童發展與家庭研究國際學術研討會，臺灣臺北。
  3. Ho, H. J., & Chiou, H. H. (2025, April). Situational Awareness and Emotional Growth: Investigating Augmented Reality as a Tool for Early Childhood Social-Emotional Learning. Paper presented at the International Conference on Education and Learning Sciences (ICOELS-25), Tokyo, Japan.
  4. Lee, L., & Ho, H. J. (2025, January). Behavioral Sequence Analysis in HMEAYC: A Study on Initiating Actions and Movement Patterns under Musical Rhythm Activities. Paper presented at EduCon Tokyo – International Conference on Education, Tokyo, Japan.
  5. Ho, H. J., & Zhang, C. T. (2024, November). Exploring the Influence of AR-Enhanced Facial Expression Recognition on Emotion Comprehension and Emotion Regulation in Preschoolers. Poster presented at The 2024 IEEE SSIM International Conference, Taichung, Taiwan.
  6. 何函儒、張采庭、許芳綺、王婷（2024年10月）。運用AR情緒表情對提升幼兒情緒辨別能力之研究。2024兒童發展與家庭研究國際學術研討會，臺灣臺北。
  7. Chiou, H. H., Ho, H. J., Zhang, C. T., & Huang, W. T. (2023, December). The Study on the Application of AR Emotional Stories and Emotional Recognition Performance. Poster presented at The 2023 IEEE SSIM International Conference, Taichung, Taiwan.
  8. 何函儒、李若瑄、楊依旻（2023年10月）。男孩女孩情緒大不同：性別差異在幼兒情緒認知能力表現。2023年台灣心理學年會，臺灣新竹。
  9. 邱華慧、何函儒、盧楷涵、簡子芹（2023年10月）。故事講述對幼兒利社會行為推理之影響。2023兒童發展與家庭研究國際學術研討會，臺灣臺北。
  10. Li, T. W., Huang, Y. L., Ho, H. J., & Hsieh, C. H. (2023, October). Behavioral intention patterns of college students using open textbooks. Poster presented at The OE Global 2023 Conference, Edmonton, Canada.
  11. 蔡桂芳、何函儒（2023年4月）。Developing teaching materials for phonemic awareness for young children with developmental delays. 2023幼兒雙語教育之實務與展望國際研討會，臺灣臺中。
  12. 何函儒（2022年10月）。風靡全世界的教育新趨勢「社會情緒學習」在幼兒教育的實施與應用。2022兒童發展與家庭研究國際學術研討會，臺灣臺北。
  13. Lee, L., & Ho, H. J. (2022, November). Music Technology’s effects on Learning in Children with Specific needs. Paper presented at the 2nd IEEE International Conference on Social Sciences and Intelligence Management (SSIM-2022), Taichung, Taiwan.
  14. Li, T. W., Huang, Y. L., Ho, H. J., & Hsieh, C. H. (2020, November). Open Education Resources (OER) in Taiwan – OCW, MOOC and Open Textbooks. Poster presented at The OE Global 2020.
  15. Li, T. W., Huang, Y. L., Ho, H. J., & Hsieh, C. H. (2019, November). Improving learners’ experience by adopting course maps. Poster presented at The OE Global 2019, Milan, Italy.
  16. Lee, L., & Ho, H. J. (2019, May–June). A pilot study of integrating Figurenotes with Holistic Music Educational Approach on learning behaviors for young children with cerebral palsy. Paper presented at the VIII International Conference “Early Childhood Care and Education” (ECCE 2019), Moscow, Russia.
  17. Lee, L., & Ho, H. J. (2019, July). A case study on the development of a child with disabilities and emotional stability by using the Holistic Music Educational Approach. Proceedings of the 22nd International Seminar of the ISME Commission on Special Music Education and Music Therapy, Salzburg, Austria.
  18. Lee, L., Ho, H. J., Liao, X. D., Liao, Y. X., & Chu, H. C. (2019, May). The impact of using FigureNotes for young children with developmental delay on developing social interactions and physical movements. Paper presented at the 6th IEEE International Conference on Consumer Electronics (ICCE-TW), Yilan, Taiwan.
  19. Lee, L., & Ho, H. J. (2019, April). The preliminary effects of the Figurenotes feasibility on language and self-directed competence for the young children with developmental delay. Paper presented at the 29th European Teacher Education Network (ETEN) Conference, Barcelona, Spain.
  20. Lee, L., & Ho, H. J. (2018, July). A Case Study on the Development of a Child with Disabilities and Emotional Stability by Using the Holistic Music Educational Approach. Paper presented at the ISME Commission Seminar, Salzburg, Austria.
  21. Lee, L., & Ho, H. J. (2018, March). Applying Holistic Music Educational Approach for Young Children on Emotional and Behavioral Changes of a Child with Asperger’s Syndrome. Paper presented at the 28th European Teacher Education Network (ETEN) Conference, Rotterdam, The Netherlands.
  22. Lee, L., Ho, H. J., & Yu, Y. U. (2017, July). Music Educational Therapy as a Means on Developing Positive Emotions for a Young Child with Cerebral Palsy. Paper presented at the 11th Asia-Pacific Symposium on Music Education Research, Malacca, Malaysia.
  23. Lee, L., & Ho, H. J. (2017, April). The Exploration of Music Educational Therapy Approach on Developing the Emotional Stability and Communication Skills for Young Children with Severe Disabilities: A Case Study. Paper presented at the 27th European Teacher Education Network (ETEN) Conference, Gothenburg, Sweden.

專書論文

  1. 巫素真、何函儒（2025）。兒童情緒教育。臺北：華格那。
  2. 陳李綢、賴思妤、何函儒（2023）。中學生正向學習量表編製。臺北：心理。

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