以社會情緒學習理論建構賦能型學習支持系統之研究──一所偏鄉公辦民營實驗學校為例

Abstract

教育變革浪潮之下，非認知能力和學生福祉的發展受到越來越多的關注，尤其在偏鄉地區，學生不僅面臨學業挑戰，還經常處於兼具複雜與挑戰的社會文化脈絡中。本研究旨在探討一所位於偏鄉的公辦民營實驗學校，以社會情緒學習（Social Emotional Learning, SEL）理論為基礎建構出全校性賦能型學習支持系統，從而回應該地區學生學習需求。為深入了解個案學校的全校性賦能型學習支持系統的實踐情形，採個案研究法，並依據第三階段的生態系統理論──「近側歷程─個體特徵─環境脈絡─時間模型（a Process–Person–Context–Time model, PPCT model, PPCT模型）」，探討了該學校如何透過社會情緒學習理論建構積極性處遇策略，使學生人格發展歷程帶來正向的轉變，以面對微系統之中的逆境經驗事件，為其賦能進而保有能動性，成為終身學習者。根據研究的分析與發現，得出本研究結論如下：一、 大山國中賦能型學習支持系統依據學校系統所有參與者進行建構與動態協商歷程。二、 社會情緒學習理論作為賦能型學習支持系統發展積極性處遇策略的重要基石，教師的能動性則作為該系統運作的關鍵。三、 「賦能」與「生態」作為賦能型學習支持系統有效支持學生學習的關鍵雙因子。四、 賦能型學習支持系統對於學生人格近側發展歷程具正向影響，使學生步出學校之外仍能發揮非認知能力。Under the wave of educational reform, the development of non-cognitive abilities and student well-being has garnered increasing attention. This is especially true in rural areas, where students not only face academic challenges but also operate within complex and demanding socio-cultural contexts. This study aims to explore a Private managemnt of Public management located in a rural area, focusing on how the school constructed a whole-school systematic empowering interventions based on the Social Emotional Learning (SEL) theory to address the learning needs of its students. Employing a case study approach, this research seeks to understand how the school's systematic empowering interventions is implemented in practice. Using the third-stage ecological systems theory— the "Process–Person–Context–Time model (PPCT model)"—this study examines how the school applies empowering interventions strategies through the lens of SEL theory. These strategies facilitate positive changes in students' developmental processes, enabling them to overcome adverse experiences , thus empowering them to maintain agency and become lifelong learners. Based on the analysis and findings of the study, the following conclusions are drawn:1. The systematic empowering interventions at Dashan Junior High School is constructed and dynamically negotiated by all participants within the school system.2. Social Emotional Learning theory serves as a fundamental cornerstone for developing empowering intervention strategies within the systematic empowering interventions, while teacher agency plays a crucial role in its operation.3. "Empowerment" and "ecology" are the key dual factors in effectively supporting student learning within the systematic empowering interventions. 4. The systematic empowering interventions has a positive impact on students' proximal personality development, enabling them to continue exercising non-cognitive abilities even beyond the school environment.