創新社會情緒學習教材應用於國小ADHD兒童之行動研究

Abstract

本研究採行動研究法，創設一套新穎的社會情緒學習相關課程與教學教材—「情緒選擇任意門」，期望提升ADHD兒童在學校、家庭、社會情境中的自我覺察、自我管理、社會覺察、人際關係、負責決策五大能力。本研究以3名實驗組國小ADHD學生、3名對照組國小ADHD學生、3名普通班老師、2名特教個管老師與研究者本身為研究參與者，透過學生填答的社會情緒學習量表進行無母數檢定分析，並加以蒐集學習單、觀察記錄表、教師訪談、行動研究日誌與學生回饋的質性資料做三角驗證，探究創新社會情緒學習教材對ADHD兒童在社會情緒學習的影響。社會情緒學習量表結果顯示，實驗組前後測分數沒有顯著性，但在自我覺察、自我管理與負責決策的後測分數提升，對照組在各向度後測分數降低。實驗組與對照組的自我覺察進步分數達顯著，質性資料顯示實驗組學生的自我覺察能力進步，以及在部分能力有所提升，且透過教材內容能加以培養創造力相關特質。針對「情緒選擇任意門」的內容設計，也了解需要根據特殊生的學習能力和需求進行調整，以確保學生能夠理解。This action research study introduces an innovative social-emotional learning (SEL) curriculum and teaching materials called “Emotional Selection Door” . The goal is to enhance the self-awareness, self-management, social awareness, relationships skills, and responsible decision-making abilities of elementary school children with ADHD in the school, home, and social situations. The study involved three experimental group students with ADHD, three control group students with ADHD, three regular class homeroom teachers, two special education teachers, and the researcher. The research employed non-parametric statistical analysis based on students’ social-emotional learning questionnaire. Additionally, qualitative data were collected through learning worksheets, observation records, teacher interviews, action research journals, and student feedback to triangulate the impact of innovative social emotional learning course material on ADHD children’s social-emotional learning. The results of the Social Emotional Learning scale indicated that the pre-test and post-test scores of the experimental group were not significantly significant, but the post-test scores of self-awareness, self-management and responsible decision-making increased, while the post-test scores of the control group decreased in all dimensions. The gain scores of self-awareness between the experimental group and the control group was significant, and the qualitative data indicated that the experimental group of students showed improvement in self-awareness and some of the abilities, and that the course material could be used to develop creativity-related traits. The design of “Emotional Selection Door” content also recognizes the need for adjustments based on the unique learning abilities and requirements of students with special needs to ensure comprehension.