應用繪本於青少年社會情緒學習之探究

Abstract

青少年在日新月異的科技時代中，除了面臨身心變化外，也需要在複雜的世界中認識自我。社會情緒學習為成長階段學科之外的重要學習，若個體能擁有良好的個人認知與情緒覺察，將有助於度過青春時期的不安，並與外在世界建立良好關係。繪本與藝術創作提供情緒抒發與整合媒介，幫助青少年在過程中回顧與表達情感，在圖像中反思個人狀態。本研究以青少年的社會情緒需求，結合繪本與藝術創作提供的情緒表達、象徵與整合功能，設計國中階段「我的情緒夥伴」視覺藝術繪本創作課程。課程以繪本共讀、發想、創作、分享四階段進行。研究採質量混合的行動研究法，對象以北部地區77位八年級生為研究對象，實施九週，每週一節的視覺藝術課程。量化資料運用「社會情緒學習量表」於課程前後施測，相依樣本t檢定進行分析，質性資料篩選11位前、後測分數差異最大的學生進行訪談，以及學習單、課後省思等質性資料統整，了解學生在課程後之社會情緒學習成效。研究結果顯示，量化資料中學生對整體社會情緒學習概念有所提升。質性結果了解學生透過課程認識更多的情緒種類，合作學習課程活動提升其同理與人際溝通之可能。透過訪談資料了解學生對自我認識仍有限制，情緒學習效果具有個別差異。以上藉由繪本結合社會情緒學習之視覺藝術課程實踐，提供藝術教學者專業省思，以及未來社會情緒學習融入視覺藝術課程之相關建議。

In today’s rapidly evolving technological era, adolescents not only face physical and psychological changes, but also need to navigate a complex world to understand themselves. Social and emotional learning (SEL) plays a crucial role in adolescent development beyond traditional academic subjects. When individuals develop strong self-awareness and emotional understanding, they are better equipped to navigate the uncertainties of adolescence and build healthy relationships with the world around them. Picture books and artmaking offer meaningful outlets for emotional expression and integration, helping adolescents reflect on their inner states and express their feelings through imagery. This study addresses adolescents' social and emotional needs by designing a visual arts picture book curriculum titled My Emotional Companion, which integrates emotional expression, symbolism, and integration through picture book reading and artmaking. The curriculum is structured in four phases: picture book co-reading, ideation, creation, and sharing. A mixed-methods action research approach was adopted, targeting 77 eighth-grade students in northern Taiwan who participated in a nine-week visual arts program, one class per week. Quantitative data were collected using a Social and Emotional Learning Scale administered before and after the intervention. A paired-sample t-test was conducted for analysis. For qualitative data, 11 students with the greatest pre–post score differences were interviewed. Additional data sources included worksheets and post-class reflections to explore students’ SEL development after the course. Results showed a statistically significant improvement in students’ overall SEL competencies. Qualitative findings indicated that students expanded their emotional vocabulary and improved empathy and communication through collaborative learning activities. However, interview data also revealed individual differences in emotional learning, and limitations in students’ self-understanding. Through the integration of picture books and SEL into visual arts instruction, this study offers professional reflections for art educators and provides recommendations for incorporating SEL into future visual arts curricula.