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| Title: | 幼兒園社會情緒學習課程提升幼兒情緒能力之個案研究
Kindergarten Social and Emotional Learning Program to Enhance Children`s Emotional Competence — A Case Study |
| Authors: | 康佳鈴
Kang, Jia-Ling |
| Contributors: | 郭昭佑
Guo, Chao-Yu
康佳鈴
Kang, Jia-Ling |
| Keywords: | 幼兒
社會情緒學習
幼兒情緒能力
kindergarten children
social and emotional learning
children`s emotional competence |
| Date: | 2023 |
| Issue Date: | 2023-09-01 16:16:11 (UTC+8) |
| Abstract: | 本研究旨在探討《幼兒園社會情緒學習課程提升幼兒情緒能力之個案研究》，本研究採取個案研究法，以山山幼兒園就讀的4至5歲的20位幼兒作為研究對象，社會情緒學習課程前、後測進行「幼兒情緒能力量表」及「社會情緒學習量表」，瞭解幼兒進行 社會情緒學習課程後是否對幼兒情緒能力有所差異，於課程期間進行教學現場紀錄、影音檔案、訪談紀錄等多元研究工具，觀察與紀錄幼兒社會情緒學習課程的表現情形、課程參與情況以及情緒能力的變化等，並針對其幼兒學習過程、教學結果、師長晤談等來分析幼兒園社會情緒學習課程對幼兒情緒能力的變化，最後進行資料分析與討論。本研究結果可歸納如下列：
一、幼兒情緒能力之正向改變
二、社會情緒學習課程具有教育意義
三、幼兒園教師之社會情緒教育能力
最後根據本研究結果提出討論和具體建議，以做為後續社會情緒學習課程融入幼兒教育及未來研究的參考。
This study aims to explore the "Kindergarten Social and Emotional Learning Program to Enhance Children`s Emotional Competence — A Case Study." The research adopts a Case Study approach, using 20 children aged 4 to 5 years old attending Shanshan Kindergarten as the subjects. Pre- and post-assessments of the "Children`s Emotional Competence Scale" and "Social and Emotional Learning Scale" were conducted before and after the social-emotional learning curriculum. The study aims to understand whether there are differences in children`s emotional competence after participating in the social-emotional learning program. Various research tools, such as on-site teaching records, audiovisual files, and interview records, were utilized during the course to observe and document the performance and participation of children in the social-emotional learning program and changes in their emotional competence. The study also analyzed the kindergarten`s social-emotional learning curriculum`s impact on children`s emotional competence by analyzing the children`s learning process, teaching outcomes, and teacher-parent discussions.
The study`s results are summarized in the following three conclusions:
1.Positive changes in children`s emotional competence.
2.The educational significance of the social-emotional learning program.
3.Kindergarten teachers` social-emotional education competence.
Finally, based on the research findings, discussions, and specific recommendations are presented to serve as references for integrating social-emotional learning into children`s emotional competence and future research endeavors. |
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| Description: | 博士
國立政治大學
教育學系
106152513 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0106152513 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
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