普特合作實施社會情緒學習課程對國小學生社會情緒學習能力與社交關係之影響

Abstract

本研究旨在探討普通班級導師與特殊教育教師以合作模式實施社會情緒學習（Social and Emotional Learning, SEL）課程，對國小融合班級學生之社會情緒學習能力與社交關係的影響。鑑於融合教育政策在臺灣持續推動，普通班中接受融合教育之特殊教育學生比例逐年上升，然而，普通班級導師普遍面臨課程調整與班級經營上的挑戰，而具有特殊教育需求的學生亦經常遭遇情緒調節與人際互動上的困擾。故本研究以SEL課程作為介入策略，從普特合作視角出發，嘗試回應融合教育現場之教學需求。本研究採準實驗設計，以臺北市某國小三個四年級融合班學生為對象，分為三組：（一）實驗組一：由特殊教育教師授課之合作介入組；（二）實驗組二：由普通班級導師授課之合作介入組；（三）對照組：進行原班原訂課程，未接受SEL課程介入。課程設計依據CASEL五大核心能力，進行共12節教學，並採用三項正式工具進行前後測評量，包括：學生自評之《社會情緒學習量表》、教師觀察之《情緒陶冶量表》、同儕提名之《涂老師社交測量系統4.0版》，以評估課程介入的成效。研究結果顯示，在學生自評方面，實驗組二在「負責任決策」構面達顯著提升，SEL總分亦呈中等效應量，顯示導師授課有助於促進學生自律與反思；實驗組一則整體變化不明顯；對照組則僅在「自我管理」構面達顯著進步。在教師評量部分，實驗組二在「情緒理解」與「行為調節」兩構面皆有高度顯著提升，且效應量達極大水準，顯示其教學介入最具實質成效；實驗組一亦有中至大效果，對照組則為小至中等效應。在社交關係方面，實驗組二於四項同儕提名指標皆達顯著的前後測差異，社交地位亦呈正向轉變，顯示導師授課有助提升學生同儕接納與班級互動氛圍；實驗組一的介入則是對特殊教育學生之社交融合具潛在助益，而對照組中，部分特殊教育學生在後測呈現社交關係指標的負向變化，顯示缺乏系統性介入與專業支持的情境下，學生可能較難維持穩定的人際互動與班級參與。綜合而言，「普通班級導師授課，特殊教育教師提供間接合作諮詢」的普特合作模式，最能促進學生整體社會情緒學習成效與班級正向互動；而由「特殊教育教師授課，提供普通班級導師的直接合作教學」，對特殊教育學生之個別支持具有潛在實務價值。本研究補足臺灣融合教育中SEL實證資料之不足，亦為課程設計、教師合作機制與多元評量策略提供具體建議與實務反思。This study aimed to investigate the impact of a collaborative teaching model—between general education teachers and special education teachers—on the implementation of a Social and Emotional Learning (SEL) program in inclusive elementary classrooms. As Taiwan continues to advance inclusive education policies, the proportion of students with special educational needs (SEN) in general classrooms has steadily increased. However, general education teachers often face challenges in curriculum adaptation and classroom management, while students with SEN frequently experience difficulties in emotional regulation and peer interactions. To address these challenges, this study adopted a collaborative teaching approach and implemented an SEL curriculum as an intervention strategy tailored to the needs of inclusive classrooms.A quasi-experimental design was employed in a public elementary school in Taipei City, involving three fourth-grade inclusive classes, which were assigned to one of the following groups: (1) Experimental Group 1 – SEL taught by a special education teacher (direct co-teaching); (2) Experimental Group 2 – SEL taught by the general education teacher with indirect support from a special education teacher (consultative collaboration); and (3) Control Group – continued with the original curriculum without SEL intervention. The 12-session SEL curriculum was designed based on the five core competencies proposed by CASEL. Three validated instruments were used to assess the effectiveness of the intervention: the Social Emotional Learning Scale (student self-report), the Emotional Cultivation Scale (teacher-rated), and Tu's Sociometric System 4.0 (peer nominations). Results showed that in student self-reports, Experimental Group 2 demonstrated significant improvement in responsible decision-making and achieved a moderate effect size in overall SEL performance, indicating that instruction delivered by homeroom teachers effectively promoted student self-discipline and reflection. In contrast, Experimental Group 1 showed limited changes, while the control group only exhibited significant gains in self-management. Teacher ratings revealed that Experimental Group 2 achieved highly significant improvements in both emotional understanding and behavioral regulation, with large effect sizes, suggesting this teaching model had the most substantial impact. Experimental Group 1 also showed moderate to large effects, whereas the control group showed small to moderate effects. Regarding peer relationships, Experimental Group 2 showed significant pre-post gains across all four sociometric indicators and a positive shift in peer status, suggesting enhanced peer acceptance and class climate. Experimental Group 1 showed potential benefits for SEN students' social inclusion. However, in the control group, some SEN students exhibited negative changes in peer relationship indicators, highlighting the risks of lacking structured support. In conclusion, the collaborative model where general education teachers deliver SEL instruction with consultative support from special education teachers appears to be the most effective in enhancing students' overall SEL competencies and promoting a positive classroom environment. Meanwhile, direct instruction by special education teachers may offer specific advantages in supporting SEN students’ social integration. This study contributes empirical evidence to the field of inclusive education in Taiwan and offers practical implications for curriculum design, interdisciplinary collaboration, and multi-source assessment strategies.