情緒教育融入綜合活動課程對國中七年級學生情緒智慧、同儕人際關係之影響

Abstract

本研究主要目的在設計一套適合國中七年級學生之情緒教育融入綜合活動課程，並探討該課程對國中七年級學生情緒智慧、同儕人際關係之影響效果。研究方法採不等組前後測準實驗設計，以台北縣某國中67名七年級學生為研究對象，實驗組共34位學生，控制組共33位學生，實驗組接受為期八週，每週三節課（135分鐘），共二十四節課的實驗課程處理，控制組則接受原綜合活動課程。 本研究以「情緒智慧量表」、「同儕人際關係量表」為量化資料的評量工具，於實驗課程結束進行後測，所得資料以單因子多變量共變數分析進行統計處理，並分析「單元回饋表」、「課程總回饋表」、「學生及教師訪談大綱」及「教師省思札記」為質性的輔佐資料以深入瞭解教學實驗之效果。主要發現如下： 一、情緒教育內涵融入綜合活動課程具可行性 二、情緒教育融入綜合活動課程有助於提升國中七年級學生情緒智慧，包括 「情緒認知」、「情緒表達」、「正向激勵」、「情緒調節」和「情緒反省」層面。 三、情緒教育融入綜合活動課程有助於提升國中七年級學生同儕人際關係，包括「人際支持」、「人際認知」、「人際需求」和「人際互動」層面，但無法有效提升國中七年級學生「解決衝突」層面。 四、實驗組學生對情緒教育融入綜合活動課程的看法持正向且肯定的態度，喜歡多元的教學方式及場地，覺得教學內容有趣且實用，給予每個單元很高的評價及滿意度，並表示課程對情緒瞭解、控制及增進同儕人際關係很有幫助，因此喜歡上此課程。 最後研究者根據研究結果加以討論，並提出具體建議，以作為未來學校情緒教育教學及相關研究之參考。

The purpose of this study were to design an emotional education into the integrative activities curriculum which was suitable for seventh grade students and to investigate the effects of the curriculum on students’ emotional intelligence and peer interpersonal relationship. The design of nonequivalent pretest-posttest control group, as quasi-experiment design was applied to the study. There were totally 67 seventh students from a junior high school in Taipei county participating in this study, 34 of which were assigned to the experimental group and 33 of which to the control group. Students in the experimental group went through 24 sections emotional education into the integrative activities for 8 weeks, 3 section（135 min）, per week, while those in the control group accepted the original integrative activities curriculum. The quantitative instruments utilized to examine the effects of this study were ”Emotional Intelligence Inventory” and “Peer Interpersonal Personality”, which were administered at the end of the curriculum. The collected data were analyzed with one-way ANCOVA. The qualitative data including “feedback questionnaires”, “interview data from students and teachers”, “teacher’s reflective journals ” were analyzed to examine the effects of the curriculum. The findings were presented as the following. 1.Emotional education into the integrative activities curriculum is feasible. 2.Emotional education into the integrative activities curriculum could improve seventh students’ emotional intelligence, including the aspects of “emotional cognition”, “emotional expression”, “positive motivation ”, “emotional regulation ” and “emotional reflection ”. 3.Emotional education into the integrative activities curriculum could improve seventh students’ peer interpersonal relationship, including the aspects of “interpersonal support ”, “interpersonal cognition, “interpersonal requirement ” and “interpersonal interaction ”, but couldn’t improve the aspect of “solving conflicts”. 4.Students in the experimental group took positive and affirm attitude toward emotional education into the integrative activities curriculum. They liked various teaching methods and places, considered that the contents of the curriculum are very interesting and practical, were satisfied with every unit of the curriculum and considered that it is helpful to understand emotion, control emotion and improve peer interpersonal relationship. Therefore they liked to attend the curriculum . Base on the result of the study, the researcher also discussed and provided concrete suggestions for future development of emotional emotion schooling and research.