社會情緒學習融入國小低年級國語文課程設計與實施之行動研究

Abstract

本研究以行動研究的形式進行，探討社會情緒學習融入國小低年級國語文課程設計與實施之可行性與成效。藉由研究者的課程設計歷程、導師省思札記、觀察記錄、學生學習單與回饋單等資料，以及研究者在課程實施過程中的反思與探討，總結出下列幾點研究結論：壹、社會情緒學習在本研究場域之學習需求為情緒覺察、表達溝通、同理關懷貳、社會情緒學習融入國語文領域之課程設計方案一、運用有層次的國語文補充文本進行社會情緒學習具可行性二、進行導入、開展、深化、練習與分享四個學習階段的引導，促進對話的理解與應用參、社會情緒學習融入國語文領域之課程實施成效一、 低年級導入情緒的意涵與辨識，促進情緒表達語彙的理解與運用二、 增進表達、溝通、同理的對話能力，並提升SEL的成長與主動性三、 班級社會情緒事件更能有效的面對與處理肆、社會情緒學習融入國語文領域的課程實施之挑戰與建議一、 社會情緒學習須配合差異化需求的評估，以提供適性的學習引導方式二、 社會情緒學習需要長期陪伴以累積學習的進步，考驗著教師的體力與耐力三、 建議搭配國語文課程的內容，提供輔助與延伸SEL學習的文本教學四、 SEL需在日常生活中不斷的練習與應用，建議融入班級經營增加練習的機會

This study is conducted as action research to explore the feasibility and effectiveness of integrating social and emotional learning into Mandarin for the first learning stage in Elementary School. Through the researcher's curriculum design, mentor provincial thinking, observation records, student learning list, feedback list, and the reflection and discussion of the researcher during the course practice process, the following research conclusions are summarized: 1. The learning needs of SEL in this research field are emotional awareness, expression communication, empathy, and caring. 2. Curriculum design and practice of integrating SEL to Mandarin (1) Using layered Mandarin texts has the feasibility of supporting social and emotional learning. (2) Guiding the introduction, development, deepening, and practice-and-sharing of four learning stages to promote the comprehension and application of dialogue. 3. Effects of integrating SEL into Mandarin (1) Import meaning and identification of emotions to the first learning stage, and promote the comprehension and application of vocabulary in emotional expression. (2) Promote the ability to express, communicate, and empathize in dialogue, improving SEL’s growth and initiative. (3) Class social-emotional incidents can be faced and dealt with more effectively. 4. The challenges and suggestions of the practice in integrating SEL to Mandarin (1) SEL must cooperate with evaluating differentiated needs to provide a suitable learning guidance method. (2) SEL requires long-term support to build learning progress, challenging teachers’ stamina and endurance. (3) It is recommended to match the content of Mandarin courses to provide text teaching for assistance and extend SEL learning. (4) SEL needs to continue practicing and applying daily. Integrating SEL into the classroom arrangement for opportunities to practice is recommended.