曼陀羅思考技法應用於社會情緒學習之課程對資優生社會情緒能力、生活適應與創造力之成效研究

Abstract

本研究旨在探討曼陀羅思考技法應用於社會情緒學習課程是否能提升國小資優生社會情緒能力、生活適應與創造力的表現成效。研究對象為新北市兩所設有國小資優資源班之五年級資優生。實驗設計採「不等組前後測準實驗設計」，以其中一所國小資優生為實驗組（23人），實施為期五週、每週二節80分鐘之曼陀羅思考技法應用於社會情緒學習之課程，並於課程前後分別進行前後測；另一所國小資優生則為對照組（21人），於資優班特殊需求課程前後分別進行前後測。研究工具包括「中文版社會情緒學習量表」、「國小學童生活適應量表」與「兒童版中文詞彙遠距聯想測驗」共三個量化工具，並以共變數分析（ANCOVA）檢驗研究假設。課程內容設計包括特質現形記、優憂大聲說、完美執著分享會、不完美名人講堂I、不完美名人講堂II，將真實情境任務結合曼陀羅思考技法進行小組任務執行和分組討論分享以擴散式或螺旋式的思考激盪與紀錄。研究結果發現，在施行本研究設計之曼陀羅思考技法應用於社會情緒學習課程後實驗組資優生在社會情緒學習、生活適應與創造力皆達顯著提升效果。期望透過本研究提升國小資優生社會情緒學習能力、生活適應與創造力的成果，增進資優生社會情緒議題相關課程之發展與實施，以促進資優生社會情緒發展的學習。The purpose of this study was to investigate whether the application of the Mandala Thinking Skill to a social-emotional learning program can enhance the performance of social-emotional learning, life adaptation, and creativity among gifted elementary school students. The subjects of the study were fifth-grade gifted students in two elementary schools in New Taipei City that have gifted resource classes. The experimental design was an “unequal group pre-post-test quasi-experimental design”, in which the gifted students of one of the two elementary schools were the experimental group (23 students), and the Mandala Thinking Skill was applied to the social-emotional learning program in two 80-minute sessions over a five-week period, and the pre-post-test was conducted before and after the program. The other elementary school gifted students were the control group (21 students), and the pre-post-test was conducted after the special needs program for the gifted class. Three quantitative instruments were used to test the hypotheses of the study: the Chinese version of the Social-Emotional Scale, the Adaptation to Life Scale for Primary School Children, and the Chinese Word Remote Associates Test for Children. The design of the program included the topics of “Traits in Action”, “Speaking Out”, “Perfect Obsession”, “Imperfect Celebrities Lecture I”, and “Imperfect Celebrities Lecture II”, etc. The program was designed to combine real-life tasks with the Mandala Thinking Skill to conduct group tasks and group discussions in order to stimulate and record the thinking in a diffuse or spiral manner. The results of this study revealed that the experimental group of gifted students showed significant differences in social-emotional learning, life adaptation, and creativity after applying the Mandala Thinking Skill to the social-emotional learning program. It is hoped that through the results of this study to improve the social-emotional learning, life adaptation, and creativity of gifted students in elementary schools, the development and implementation of social-emotional programs for gifted students will be enhanced to promote their social-emotional learning.