社會情緒學習課程對國小一般學童社會情緒學習、情緒能力及其對自閉症兒童接納態度之影響

Abstract

本研究旨在探討社會情緒學習課程（social and emotional learning, SEL）是否能提升及改善國小一般學童的社會情緒學習、情緒能力，以及他們對自閉症同儕的接納態度。研究對象為臺北市兩所國小之四到六年級學生，皆為融合教育的班級。實驗設計採「不等組前後測準實驗設計」，將其中一所國小學童作為實驗組（49人），實施為期八週、每週一堂40分鐘之社會情緒學習課程，並於課程前後分別進行前後測；另一所國小學童則作為控制組（60人），僅進行晨光之自主閱讀活動與做前後測的施測。研究工具包括「中文版社會情緒學習量表」、「情緒能力量表」、「同儕接納態度量表」共三個量化工具，以共變數分析檢驗研究假設。課程內容的設計包括成長型思維、情緒覺察與理解、尊重他人的不同、換位思考、語言解讀、非暴力溝通等主題，以小組討論分享與生活情境實際演練的方式進行課程活動，並在每一堂課的最後做課後練習，讓孩子將課程重點及反思記錄在聯絡簿上，延續課程所學，同時讓家長也能加入一起協助孩子練習。研究結果發現，在實施本研究設計的社會情緒學習課程後，實驗組孩童在社會情緒學習、情緒能力及其對自閉症兒童的接納態度表現都有提升並達顯著，因此也期望透過此研究提升國小一般學童之社會情緒學習、情緒能力及對自閉症兒童之同儕接納態度，並進一步改善自閉症兒童在融合教育環境下的適應困境。The purpose of this study was to investigate whether social and emotional learning (SEL) can enhance and improve the social emotional learning, emotional competence, and acceptance of peers with autism in general elementary school children. The subjects of the study were students in grades 4 to 6 from two elementary schools in Taipei City, all of which were inclusive education classes. The experimental design adopts the “pre- and post-test quasi-experimental design of different groups.” One of the elementary school children was used as the experimental group (49 people), and a 40-minute social-emotional learning course was implemented once a week for eight weeks. The pre- and post-tests were conducted; the other elementary school children were used as a control group (60 people), and no additional courses were implemented, only the pre- and post-tests were administered. The research tools include three quantitative tools, the “Chinese version of the Social Emotional Learning Scale,” the “Emotional Competence Scale,” and the “Peer Acceptance Attitude Scale.” Covariate analysis is used to test the research hypothesis. The results of the study found that after implementing the social emotional learning curriculum designed in this study, the experimental group children's social emotional learning, emotional ability and acceptance attitude towards children with autism have improved and reached a significant level, so it is also expected that through this study improve the social emotional learning, emotional ability and peer acceptance attitude of children with autism in ordinary elementary schools, and further improve the adjustment difficulties of children with autism in an inclusive education environment.