關係幸福學：高中家政家庭教育方案研發與實踐－社會情緒學習融入

Abstract

本研究回應全球對社會情緒學習（SEL）的高度關注，因應《家庭教育法》將情緒教育納入定義之趨勢，研究目的為發展一套融入社會情緒學習的高中家政家庭教育方案，並實施該方案以探討其與青少年的互動與改變歷程。研究聚焦於家庭教育實務教學中所見學生動機不足，課程帶領不易之挑戰，採用行動研究法，設計針對高中一年級學生，為期13週、每週時間1節課（50分鐘）的SEL融入家庭教育方案課程。方案歷程透過持續比較法為主，綜整歸納教師觀課紀錄、教師省思手札、焦點團體訪談文稿，以及學生課程學習單、學期總報告等質性文本。並輔以家人關係與社會情緒能力量表的前後測進行學習成效評估。主要的研究結果如下：一、方案發展與策略應用：採用設計思考模式進行「關係幸福學」課程發展，發展三大教學單元：「關係你我家」、「家庭語學堂」、「幸福家溫站」。方案成果透過引導鋪陳，引導學生設計與執行家庭儀式感活動，並運用家庭有聲書模式進行期末成果發表與分享。在實施策略面向中，社會情緒融入方案能建立正向與安全的學習環境，搭配家庭議題的教學策略，教師應用多元的教學策略，建立適合家庭議題的安全課室環境，透過課程規劃與引導帶出長時間沈澱與省思，進而深化對家庭議題的理解與實踐。而社會情緒融入家庭方案，也促進教師的教學創新與實踐，社會情緒也能教學相長應用於教學，教師得以自我精進與連結生活經驗，教師在方案觀察與教學中得以成長茁壯。二、學生互動與改變歷程：學生透過方案參與與學習，學生在自我與他人覺察與互動更加增長、溝通與表達能力更加正向與積極、在社會情緒能力個面向有多元的展現、對於家人關係的反思與視角能有所轉變與增進，顯現本方案對學生正面的學習互動與成效，並彙整成「HOME」的研究成果與互動圖像。量化分析結果也再次呼應學生質性歷程，在家人關係面向上，女生提升對於嘗試解決問題的傾向，男生則加強了正向情感傳達的能力；在社會情緒學習面向上，整體學生對於情緒調節與同理他人面向有所增進，女生更在自我覺察與管理有所提升，不同性別的學生在方案中有著不同面向的學習增進。研究者依據以上結果，給予家庭教育與社會情緒議題推動與教學者、未來研究者相關建議，期望能作為SEL融入家庭教育之方案模組示例與轉化，並提供實務教育現場的應用參考。This study addresses the growing global emphasis on Social and Emotional Learning (SEL) and aligns with Taiwan’s Family Education Act, which incorporates emotional education into the definition of family education. The primary aim was to develop and implement a high school home economics program integrating SEL, in order to examine its impact on adolescents’ interpersonal interactions and developmental changes. Employing an action research methodology, the study involved a 13-week SEL-integrated curriculum delivered to first-year high school students, with one 50-minute session per week. Data sources included classroom observation records, teacher reflection journals, focus group interviews, student worksheets, and final reports. Additionally, pre- and post-intervention assessments using family relationship and SEL competency scales were conducted to evaluate outcomes. The study yielded three key findings: 1.Program Development:This study developed a “Relational Well-being” curriculum using a design thinking approach, consisting of three units: “Family and Us,” “Family Language Lab,” and “Home of Warmth.” Students were guided to design and carry out family rituals and present their work through audio storytelling. The integration of SEL helped create a safe and positive learning environment focused on family topics. Teachers applied diverse instructional strategies to encourage reflection and deepen students’ understanding of family issues. This process also fostered teachers’ professional growth by connecting teaching with real-life experiences and promoting instructional innovation. 2.Student Interaction and Change Process: Through program participation, students improved their awareness of self and others, communication skills, and social-emotional competencies. Their reflections on family relationships deepened and were summarized in the “HOME” interaction model. Quantitative data supported qualitative findings, showing significant improvements in self-management. Girls tended to increase problem-solving behaviors, while boys enhanced positive emotional expression. Overall, the program effectively promoted SEL development and positive changes in students’ relational perspectives.These findings offer practical implications for integrating SEL into family education and provide a reference model for educators and future research.