運用繪本提升學童情緒智力表現之行動研究 : 以國小一年級為例

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Title:	運用繪本提升學童情緒智力表現之行動研究 : 以國小一年級為例
Other Titles:	An action research of using picture books to enhance emotional intelligence of the first graders
Authors:	柯玟青;Ko, Wen-Ching
Contributors:	淡江大學課程與教學研究所碩士在職專班游家政;Yu, Chia-Cheng
Keywords:	繪本教學;情緒智力;情緒教育;picture books teaching;Emotional Intelligence;emotional education
Date:	2017
Issue Date:	2018-08-03 14:39:01 (UTC+8)
Abstract:	本研究旨在探討以情緒主題繪本教學實施情緒教育，學童的情緒智力提升情形，以及探究教師實施此教學方案的過程中，可能遭遇到的問題及因應之道。最後，透過此行動研究歷程，瞭解研究者的省思與成長。為了達成以上目的，本研究採行動研究法，以研究者所任教的26位一年級學生為研究對象，教學時程為十二週。本研究主要透過課堂觀察與省思、學習單、回饋單、觀察紀錄表及訪談進行資料的蒐集，並輔以「兒童情緒智力量表」的前後測統計，進行資料的整理、歸納與分析。本研究所獲致之結論如下：一、有策略的情緒主題繪本教學設計能提升學生的情緒智力二、課程的反思與修正能促進情緒教育的教學目標三、親師共同引導有助於學生的情緒智力表現四、多樣化的繪本教學活動能誘發學生的學習興趣，並易於傳遞情緒知能五、設計合宜的學習表單能深化學生的情緒概念及檢視教學成效六、透過此行動研究，教師能增進情緒教育課程的設計能力和專業知識 The study aimed to discuss the first graders’ changes of emotional intelligence while the emotional themes in the picture books were taught, and to investigate the difficulties the teacher encountered as well as possible solutions during the implementation of this teaching program. Also, the researcher''s reflections and growth during the journey of this action research were explored in this study. In order to achieve the research purposes, the Action Research Method was applied in this study, in which the participants were 26 first graders from the researcher’s class. The whole teaching session was lasted for 12 weeks. The research data were collected and analyzed through teaching observations, reflections, students’ work sheets, students’ feedback sheets, observation records and interviews, as well as the analyses of the pretest and posttest of "Children''s Emotional Intelligence Scale". Based on the collected data, the results were summarized below: 1.The strategical teaching design of emotional theme in picture books enhanced the first graders’ emotional intelligence. 2.The researcher’s reflections and corrections on the curriculum improved the quality of teaching. 3.Both teachers’ and parents’ guidance helped the first graders to enhance their emotional intelligence. 4.The diversity of teaching activities induced students’ willingness to learn. 5.The appropriate design of learning forms deepened students'' learning and measured the effectiveness of teaching. 6.Through this action research, the teacher increased the abilities to design the course of emotional education and improved professional knowledge of it.
Appears in Collections:	[Master's Program, Graduate Institute of Curriculum and Instruction] Thesis

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