生命教育課程對低年級學生情緒管理影響之行動研究

An Action Research on Life Education Curriculum Effect the Emotional Management of the Lower Grades Elementary Students

歐小鈴(Ou Hsiaolin)

指導教授 ： 林永豐

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2013年)

摘要

本研究旨在透過行動研究探討生命教育課程對國小二年級學生情緒管理之影響情 形，探究實施生命教育教學活動過程中，所遇到的教學問題及可行的解決方法，以達到 精進教師教學專業能力及建立學生情緒管理之目的。  本研究以研究者所任教之國小二年級學生為對象，利用每週兩節「彈性時間」 ，為  期 10週，共計 20節課，安排實施生命教育課程與教學活動。研究期間運用兒童情緒表 達量表、學生學習單、學生回饋單、教室觀察紀錄、研究者省思札記、學生訪談等收集 資料以評估教學成效，本研究經資料分析結果與討論，獲致的結論如下：  一、課程設計方面：  （一）課程活動型態左右學生學習興趣。  （二）多元化的課程活動設計，學生喜愛並易於接受。  （三）多元化的課程活動設計有助於引導國小低年級學生的表達。  （四）課程活動採合作學習，激勵小組合作、促進成員間的情感。  二、教學方面：  （一）教師留意學生身心發展的狀態以助學生學習。  （二）教師須留意課堂上未發表看法的學生，並給予適時的關注。  （三）教師可以針對為發言而發言的學生給予更深入問題的引導。  （四）教師可以鼓勵學生對延伸閱讀的教材作發表與討論。  三、學生方面：  （一）生命教育課程涵養學生對身旁人事物的關注。  （二）學生會表達許多隱含刻板印象或偏見的看法。  （三）課程活動主題影響學生勇於表達自己的感受。  （四）課程活動的討論主題影響學生在學校生活中的行為反應。  （五）學生喜愛課程內容，能與家人分享及討論，讓所學落實於現實生活中。  最後，研究者根據本研究結論，對實施生命教育課程、探討學生情緒管理及未來研 究提出一些具體建議。            關鍵字：生命教育課程、情緒表達、情緒管理、行動研究

關鍵字

情緒管理 ； 情緒表達 ； 生命教育課程 ； 行動研究

並列摘要

This study aimed to explore the life education curriculum for the emotional management
situation of the second grade elementary students through action research, to explore the
process of the implementation of life education and teaching activities, teaching problems
encountered and possible solutions to sophisticated teaching professional capacity and build
students' emotional management.
In this study, the researcher taught the second grade elementary students, the use of two
"flex time" in a week, for period of 10 weeks, for a total of 20 lessons, implemented the life
education curriculum .During the study period the researcher use the children's emotional
expression scale, the learning singles, the feedback sheets, classroom observation records, and
the teaching reflection journals collecting information to evaluate the effectiveness of
teaching, student interviews to assess the effectiveness of teaching, then by the data analysis
results and discussion, the conclusions are as follows :
Curriculum design:
1.The patterns of course activities effect the interests in learning of students.
2.The design of a wide range of curriculum activities, students like and easy to accept.
3.A diversified curriculum activities designed helps guide the expression of lower grade
elementary students.
4.Course activities mining cooperative learning, group work incentives, to promote among the
members of the emotion.
The teaching:
1.The attention of teachers to the physical and mental development of students helps students
learn.
2.Teachers have to pay attention to the students who did not express their views in the
classroom, and give them timely attention.
3.Teachers can give more in-depth guides for the students who speak for speaking.
4.Teachers can encourage students to discuss and express their views for the extension of
reading materials.
The students:
1.Life education curriculum conserves students to concern beside things.
2.Students express views that the implied stereotype or prejudice.
3.Course theme affects students to have the courage to express their feelings.
4.Discussion topics of the course activities affect the behavioral responses of the students in  
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the school life.
5.The students share and discuss the favorite course content with their families so that the
learned implemented in real life.
Finally, based upon the conclusions of this study, the researcher make recommendations
for the implementation of life education courses to explore students' emotional management
and future research.

Keywords: life education curriculum, emotional expression, emotional management, action
research

並列關鍵字

emotional management ； emotional expression ； life education curriculum ； action

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