情緒教育融入閱讀教學之研究：以偏遠地區國中學生為例

Abstract

本研究旨在探討情緒教育融入閱讀教學之實踐歷程，分析學生在課程中的學習變化與心理歷程，並進一步檢視教學者於行動實踐中所面臨的挑戰與因應方法。研究目的為：（一）了解偏遠地區國中生在生活中所遇到的情緒困擾；（二）探討偏遠地區國中生在情緒教育融入閱讀課程的歷程中，如何經歷情境覺察、情緒表達與情緒調節之心理歷程；（三）分析偏遠地區國中生參與情緒教育融入閱讀課程後，其心理韌性變化；（四）了解偏遠地區國中生對於情緒教育融入閱讀課程的看法。本研究採行動研究法，進行三個行動方案，每一行動方案皆採用CARE閱讀教學設計模式，設計情緒教育融入閱讀教學之課程，且運用半結構式訪談法，訪談偏遠地區國中學校14名學生，了解其對課程的看法。研究資料包括課堂影音、學習單、教學札記與訪談紀錄，以分析偏遠地區國中學生在情境覺察、情緒表達與情緒調節之成效，並另以「青少年復原力量表」（ARS）進行前後測，以探討心理韌性的相關成效。研究結論顯示：（一）研究對象的主要情緒困擾來源為課業升學與人際互動，因應方式以獨自承受為主；（二）情境選用階段所選之閱讀素材可達到情緒調節之效，惟存在個別差異；（三）心理韌性達到顯著差異，尤其在「自我情緒的調節」與「勝任能力的感知」構面；（四）偏遠地區國中生對情緒教育融入閱讀課程持開放且正向的看法。根據研究結果，提出研究建議如下：（一）將情緒教育融入閱讀教學，作為舒緩情緒困擾的方式之一；（二）情緒教育實施歷程中，情緒表達階段需給予充裕時間；（三）情緒教育有助於培養心理韌性，建議閱讀教學中融入情緒教育；（四）情緒教育融入國中閱讀教學宜考量學生需求差異。This study aims to explore the implementation process of integrating emotional education into reading instruction, analyze students’ learning changes and psychological experiences throughout the course, and further examine the challenges encountered by the teacher during the action process and the strategies adopted to address them. The research objectives are :(1) Understand the emotional disturbances experienced by junior high school students in remote areas in their daily lives.(2) Investigate how these students go through the psychological processes of situational awareness, emotional expression, and emotional regulation during the integrated emotional education and reading program.(3) Analyze changes in the psychological resilience of students after participating in the program.(4) Examine students’ perceptions of the integration of emotional education into reading instruction.This study adopted an action research methodology and designed three action programs, each of which follows the CARE model of reading instruction to develop curricula integrating emotional education. Semi-structured interviews were conducted with 14 students from junior high schools in remote areas to understand their perspectives on the program. Research data include classroom videos, student worksheets, teaching journals, and interview transcripts, which were used to analyze students’ development in situational awareness, emotional expression, and emotional regulation. Additionally, the Adolescent Resilience Scale (ARS) was administered as a pretest and posttest to examine the effects on psychological resilience.The conclusions indicate:(1) The main sources of emotional disturbances among participants were academic pressure and interpersonal interactions, with most students coping alone.(2) The selected reading materials used during the situational selection phase were effective in supporting emotional regulation, though individual differences were observed.(3) Psychological resilience showed significant improvement, particularly in the dimensions of emotional regulation and perceived competence.(4) Students in remote areas generally held open and positive views toward the integration of emotional education into reading instruction.Based on the findings, the following recommendations are proposed:(1) Emotional education can be incorporated into reading instruction as one method of alleviating emotional disturbances.(2) Adequate time should be allotted for the emotional expression stage during implementation.(3) Emotional education can support the development of psychological resilience and is recommended for inclusion in reading instruction.(4) The integration of emotional education into junior high school reading instruction should consider students’ needs.