師培生社會情感學習課程實施成效之探討

Abstract

學生心理健康問題一直是全球關注的焦點，CASEL提出的社會情感學習為學生心理健康與福祉提供了教育實踐指引，並為解決學生心理與行為問題提供了預防性教育措施。此外，師培生作為學校教師的重要來源，其社會情感能力將會影響未來學生的自我管理、積極地社會互動、負責任地決策等的社會情感能力。因此，培養師培生的社會情感能力具有重要價值與意義。本研究的主要目的有四：(一) 編擬「社會情感學習課程」，探討實驗組在「社會情感學習課程」介入相對於對照組的教學內容，對於提升師培生社會情感能力之影響。(二) 探討實驗組在「社會情感學習課程」介入相對於對照組的教學內容，對於提升師培生利他行為之影響。(三) 探討課程實施對提升實驗組社會情緒能力之成效。(四) 探討課程實施對提升實驗組利他行為之成效。為達成研究目的，本研究採用準實驗研究法中「不相等控制組前後測設計」，實驗對象為68名大學三年級兩班的師培生，聚焦「社會情感學習課程」的8個教學主題，以量化及質性的資料進行分析。研究結論得知，實驗組師培生社會情感能力沒有顯著優於對照組；實驗組師培生利他行為沒有顯著優於對照組；「社會情感學習課程」對師培生的社會情感能力有積極的正面影響；「社會情感學習課程」對師培生的利他行為有積極的正面影響；質性資料的分析顯示，師培生對於「社會情感學習課程」的回饋普遍積極，認為這些課程主題和教學方法有助於增強他們的社會情感能力和利他行為。預期研究結果有助師資培育的課程與教學內容能夠與時俱進，以改善學校教育品質。

Student mental health has always been a global concern, and CASEL's social-emotional learning provides educational practice guidelines for promoting students' psychological well-being. It also offers preventive educational measures to address students' psychological and behavioral issues. Additionally, as an important source of school teachers, the social-emotional competence of pre-service teachers will influence future students' abilities in self-management, positive social interaction, and responsible decision-making. Therefore, cultivating social-emotional competence in teacher trainees holds significant value and importance. The main objectives of this study are as follows: (1). Develop a"Social-Emotional Learning Curriculum" and explore the impact of its implementation on the social-emotional competence of the experimental group compared to the control group. (2). Examine the influence of the experimental group's exposure to the "Social-Emotional Learning Curriculum" on the development of altruistic behaviour among pre-service teachers. (3). Assess the effectiveness of the curriculum intervention in enhancing the social-emotional competence of the experimental group. (4). Investigate the effects of the curriculum intervention on promoting altruistic behaviour in the experimental group. (5). In order to achieve the research objectives, the study adopted the quasi-experimental research method of"unequal control group pre-post-test design" with 68 pre-service teachers in two classes of the third year of university, focusing on the eight teaching topics of the "Social-Emotional Learning Curriculum", and analyzing them with quantitative and qualitative data. The conclusions of the study are as follows. The social-emotional competence of teacher trainees in the experimental group was not significantly better than that of the control group. The pre-service teachers in the experimental groupdid not have significantly better altruistic behaviours than those in the control group. The Socio-Emotional Learning Curriculum had a positive impact on the social-emotional competence of the pre-service teachers. The Socio-Emotional Learning Program had a positive impact on the altruistic behaviour of the pre-service teachers. The analysis of the qualitative data revealed that teacher trainees' feedback on the Socio-Emotional Learning Curriculum was generally positive, as they believed that the program topics and teaching methods were helpful in enhancing their socio-emotional competence and altruistic behaviour. It is expected that the research results will help the curriculum and instruction of teacher education to keep pace with the times, so as to improve the quality of school education.