運用繪本教學增進國小學童情緒智慧之行動研究

The Action Research of Emotional Intelligence Promotion by Using Childrens' Picture Books for Elementary School Students

陳曉瑩(Chen Hsiao-Ying)

指導教授 ： 鍾鳳嬌

國立屏東科技大學/人文暨社會科學院/技術及職業教育研究所/碩士(2009年)

https://doi.org/10.6346/NPUST.2009.00286

摘要

本研究旨在建構一套以兒童繪本為主的情緒智慧課程，並探討其對增進國小學童情緒智慧發展的歷程。根據Solavey & Mayer（1990）和Goleman（1995）的情緒智慧理論，情緒智慧課程內容包括「情緒的覺察」、「情緒的管理」和「情緒的運用」三大內涵；其中「情緒的覺察」包括「了解自己的情緒」和「了解他人的情緒」兩個目標，而「情緒的管理」包括「管理自己的情緒」和「處理他人的情緒」兩個目標，最後「情緒的運用」則包括「同理心的培養」、「自信心的建立」和「人際關係的管理」三個目標。本研究採行動研究方式，針對屏東縣某國小二年級學生29人為對象，進行十個單元繪本教學，時間自98年9月至99年1月，為期一學期。為瞭解課程教學結果，採質化與量化並行方式蒐集資料，質化部份包括學生的學習單、教師教學日誌、教師教學省思及訪談紀錄等資料，分析孩子們在教學活動過程中的看法、成長及研究者本身的自我轉變。量化部份則以自編的「兒童情緒智慧發展評量表」評量學生的情緒智慧發展，並以「單因子變異數分析」探討不同評量者對兒童情緒智慧發展的表現。
研究結果顯示，於繪本教學歷程的分析、省思及訪談紀錄中，發現情緒智慧課程的實施能讓孩子們學會以適當的方式抒發、處理自己與他人的情緒，並願意嘗試同理他人的想法，進而改善人際關係，使班級氣氛更為溫馨。同時，教師也在實踐與反思的過程中，提昇自己的專業知能，調整、修正自己的教學方式。量化研究結果，發現兒童除了在「管理自己的情緒」及「自信心的建立」兩方面，成人的觀察與兒童自我的知覺是有所差異外（F=4.09，P＜.05 及 F=4.89，P＜.05），其他有關「了解自己的情緒」、「了解他人的情緒」、「處理他人的情緒」、「同理心的培養」及「人際關係的管理」方面，成人與兒童皆持正面的評價並達預期的效果。

關鍵字

繪本教學 ； 情緒智慧 ； 行動研究

並列摘要

The aims of the present study was to construct a children's picture book of emotional education courses, meanwhile the emotional intelligence instruction was conducted in a second grade of primary school in Pingtung County. Based on the Solavey & Mayer (1990) and Goleman (1995) theory, the emotional intelligence includes three conceptualizations as well as "emotional awareness", "emotional management" and “emotional operation”. Furthermore, "emotional awareness" includes “knowing individual and others emotions”. The dimension of "emotional management" includes “to manage individual and others emotions”. Additionally, “emotional operation” includes “raising the empathy”, “construction the self-confidence”, and “management the interpersonal relationships” as well. Both qualitative and quantitative methods were conducted to collect the research data. An action research was conducted for 29 students in the second grade primary school. The instruction includes ten units picture book teaching lasting for a semester from September 2009 to January 2010
Results indicated that the emotional instruction assisted the children to learn to express themselves in an appropriate manner, management their own and others ' emotions, and to treat other children in an empathy perspectives. Furthermore, students’ interpersonal relationship was getting into maturation, and the class atmosphere was getting to warmer than previous situation. Meanwhile teacher developed her professional knowledge and ability, adjusting and correcting their teaching methods in the instruction reflection data. The questionnaire results indicated that adult and children had significant differences scores in two items of "manage their emotions" and "confidence building" (F = 4.09, p<.05and F = 4.89, p<.05). In other relevant conceptualization as well as "know you", "understanding other people's mood", "deal with oneself mood", "understanding of culture" and "interpersonal relationship management", both adults and children were in positive and desired scores of emotional development.

並列關鍵字

Children's picture book instruction ； emotional intelligence ； action research

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