桌上遊戲對國小五年級學童同儕互動關係與情緒智力之研究
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Date
2015
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Abstract
本研究旨在了解桌上遊戲課程對國小五年級學童同儕互動關係與情緒智力之研究。本研究採用準實驗法，以「國小學童同儕互動關係量表」及「國小學童情緒智力量表」兩個量表作為主要測驗工具，並以立意取樣的方式選擇台北市公立國小五年級學童共105名學童作為實驗對象，將學童依照班級分為對照組與實驗組進行桌上遊戲課程。本研究所使用的資料處理與分析方法是以質量並行的方式進行，量化資料處以SPSS for Windows 22.0版本進行分析。質性資料包含教學教案、教學歷程紀錄、教師及學童課程回饋等，透過質性資料的蒐集與分析可以更清楚的解釋量化資料所呈現的意義。
研究結果發現：
一、本研究之教學方案、內容受到學童喜愛，採用的十一款桌上遊戲能適用於國小教學中；
二、實施桌上遊戲課程學童之同儕互動關係有幫助；
三、實施桌上遊戲課程與否，學童情緒智力無顯著差異。
This study investigates the effects of playing board games on the peer interaction among grade 5 students and on their emotional intelligence. Two questionnaires, the questionnaire for peer interaction among elementary school students and the questionnaire for emotional intelligence of elementary school students, were used as tools in this study. We used purposive sampling to select 105 grade 5 students’ in Taipei city as our experimental subjects. Students were divided into two groups and both groups have the regular curricula, except that one group of students received the curriculum of board games and the other group did not. The data analysis include both qualitative and quantitative data analysis. SPSS for Windows 22.0 was used for the quantitative analysis. The qualitative analysis includes the teaching plans, teaching processes and records, and the feedbacks from both students and teachers, which can assist in a clear interpretation of the meaning unrevealed by the quantitative analysis. The following results: 1. Students had a positive attitude toward the teaching plan and content used in this study and thought that the 11 types of board games are suitable for elementary teaching. 2. Peer interaction is improved among students who received the board game curriculum. 3. There was no significant difference in the emotional intelligence between students who received the board game curriculum and those who did not.
This study investigates the effects of playing board games on the peer interaction among grade 5 students and on their emotional intelligence. Two questionnaires, the questionnaire for peer interaction among elementary school students and the questionnaire for emotional intelligence of elementary school students, were used as tools in this study. We used purposive sampling to select 105 grade 5 students’ in Taipei city as our experimental subjects. Students were divided into two groups and both groups have the regular curricula, except that one group of students received the curriculum of board games and the other group did not. The data analysis include both qualitative and quantitative data analysis. SPSS for Windows 22.0 was used for the quantitative analysis. The qualitative analysis includes the teaching plans, teaching processes and records, and the feedbacks from both students and teachers, which can assist in a clear interpretation of the meaning unrevealed by the quantitative analysis. The following results: 1. Students had a positive attitude toward the teaching plan and content used in this study and thought that the 11 types of board games are suitable for elementary teaching. 2. Peer interaction is improved among students who received the board game curriculum. 3. There was no significant difference in the emotional intelligence between students who received the board game curriculum and those who did not.
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桌上遊戲, 情緒智力, 同儕互動關係, board game, emotional intelligence, peer interaction