「上國語課了！」～一個以融入方式進行情緒教育課程設計的行動研究

An Action Reseach on Chinese Class Curriculum Developmrnt

唐淑華(Hsu-Hya Tang) ； 吳盈瑩(Ying-Ying Wu)

《課程與教學》 4卷3期 (2001/07) Pp. 1-34+191

https://doi.org/10.6384/CIQ.200107.0001

摘要

為了解以融入方式進行情緒教育課程的可行性，本研究採取行動研究法，於八十八學年度第二學期以台北市大安國小四年級一個班級為對象，進行為期一學期的實地研究。本研究以國語教材（康軒版第八冊）為依據，訂定情緒教育課程的教學目標及教學內容。根據研究結果，提出教師將情緒教育融入國語科教學之原則。

關鍵字

情緒智慧 ； 融入式情緒教育課程 ； 行動研究

並列摘要

The purpose of this study is to design a confluent emotional educational course based on the theories of Salovey & Mayer(1990), Goleman(1995), and Mayer & Salovey(1997). The action research approach was adopted, and one class in the 4th grade of Ta-an Elementary School in Taipei was selected as the field. Based on the findings, the implications of the emotional educational course in elementary Chinese education are discussed and suggested for teachers, educators, and further researchers.

並列關鍵字

emotional intelligence ； confluent emotional education ； action research

參考文獻

Goleman, D.(1995).Emotional intelligence: Why it can matter more than IQ.NY:Bantam Books.

Mayer, J. D.,Salovey, P.(1997).Emotional development and emotional intelligence: Educational implications.New York:Basic Books.

Solavey, P.,Mayer, J. D.(1990).Imagination, Cognition and Personality.9(3),185-211.

王春展(1998)。兒童情緒智力發展之研究。國立政治大學教育研究所。

王淑俐(1990)。國中生階段青少年情緒發展與問題及指導。國立臺灣師範大學教育研究所。