理情教育融入九年級國文課程之行動研究

本研究從研究者教學現場的觀察萌芽，目的在於運用理情教育融入九年級國文課程，以降低導師班學生的考試焦慮，故採用行動研究的方法，研究者同時也是課程實施者。　　從107年2月下旬至5月下旬為實施理情教育融入國文課程期間，研究者針對所有課程，蒐集學生課堂表現、學習文件、課程滿意度問卷、觀課教師記錄與教師省思札記；也針對學生會考焦慮情形，蒐集問卷，上述為本研究的質性資料。量化工具部分，使用國中生學習與讀書策略量表進行課程實施前測、後測，來評估學生的考試焦慮變化；另外，也使用非理性觀念量表施測，來評估課程實施後學生的非理性想法與全國常模比較之情形。　　研究者分析資料後，整理研究發現，將研究結果臚列於下：一、理情教育融入國文課程方案之可行性（一）理情教育可以融入九年級國文課程，使學生放大格局了解自我處境（二）課程設計宜注意學生的真實需求；教學實施宜增加體驗活動和表達機會（三）「深度布局」寫作架構教材有助於學生提升寫作層次與改善情緒困擾二、學生的考試焦慮變化情形（一）學生的預期焦慮有顯著降低，臨場焦慮則無顯著差異（二）學生在會考情境仍有焦慮反應，但大多學生已能主動駁斥非理性想法三、學生在學業上的非理性信念情形（一）相對於全國九年級學生而言，學生整體的非理性信念較少（二）研究對象較缺乏改變自我的動機，「無法改變」的非理性信念偏高（三）研究對象在各類非理性信念有大幅度的差距四、學生對理情教育融入國文課程的學習興趣及滿意度（一）學生對本課程學習興趣高，對教學方式也相當滿意（二）學生認為本課程能提升部分閱讀、寫作和理性思考能力五、研究者省思與成長　　研究者在教育視野、評量心態與理情知能均有成長，並促進師生彼此了解。　　根據上述研究發現，研究者亦在最後提出相關的建議，提供未來欲設計理情教育融入國文課程或關心九年級學生的教學實務工作者，以及理情理論研究人員參考。

關鍵字

理情教育；國文課程；考試焦慮；行動研究

並列摘要

For the purpose of reducing the examination anxiety of the ninth graders, this study aimed to launch the action research of rational-emotive education into the Chinese courses (henceforth referred to as the REE into the Chinese courses). In these courses, the researcher was also the Chinese teacher and the homeroom teacher. 　　The REE into the Chinese courses for a ninth class has started from the late February to the late May in 2018. The quantitative and qualitative information have both been collected in this study. The former included the data of two scales, and the latter included teaching observation, learning documentary, questionnaire, interview transcript, and reflective journal. The collected scale data about examination anxiety was analyzed by t-test, and another data about irrational beliefs was analyzed by descriptive statistics. 　　The main findings of this action research were as follows: 1. The feasibility of the rational-emotive education into the Chinese courses: (1) The REE into the Chinese courses for the ninth graders was feasible. It broadened the students’ horizons and helped them realize themselves more. (2) The course design should focus on real requirements of the students, and the instruction should provide the students with more experience activities and chances to express themselves. (3) The 'deep layout' framework of writing could help enhance the quality of students' work and lessening the emotive disturbance of some students. 2. The change of the students' examination anxiety: (1) After the courses, the pre-examination anxiety of the students has decreased remarkably. However, the on-examination anxiety didn’t appear to be significantly different. (2) Even though most students have showed anxiety in the situation of Comprehensive Assessment Program for Junior High School Students, they could try to dispute the irrational beliefs. 3. The irrational beliefs in studies of the students: (1) Compared to the national norm, the students in the study had less irrational beliefs. (2) Due to the lack of motivation for improve themselves, the students had more irrational belief in '' it’s impossible to change myself ''. (3) There was obvious variance with every kind irrational beliefs of the students. 4. The learning interest and satisfaction of the students in the REE into the Chinese courses: (1) The students were very interested in the REE into the Chinese courses and satisfied with the instruction as well. (2) The students considered that the courses have improved their reading, writing and rational thinking. 5. The reflection and professional growth of the researcher: The researcher has made a lot of progress in education vision, the attitude towards multiple assessment and the competence of rational-emotive education. Besides, the interaction between the students and the teacher has improved. Finally, further implications based on the above findings are put forward for teachers and researchers who are concerned about ninth graders and huge examination anxiety of them.