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| Title: | 如何表達好感？國小六年級學生「與他人親密相處」教學之探究
How to Express My Romantic Feelings? A Research of the Teaching Method of Developing Intimacy with Others among Sixth-grade Students |
| Authors: | 莊俊儒;邱馨慧;趙珮晴
Ching, Gregory;Chiu, Hsing-Hui;Chao, Pei-Ching |
| Contributors: | 教育學院 |
| Keywords: | 行動研究;國小高年級;情感教育;親密相處
action research;upper grades of elementary schools;emotional education;romantic relationships |
| Date: | 2024-07 |
| Issue Date: | 2024-09-10 13:20:55 (UTC+8) |
| Abstract: | 國小高年級學生開始尋找家人以外的朋友發展親密關係，本文希冀透過課程教學提升學生情感處理能力，致使雙方達到良好互動。本文從「與他人親密相處」發展理論和相關研究設計「告白與拒絕」、「交往相處」、「分手」課程，採用行動研究方法剖析教學過程並進行省思，也將了解學生的學習成效和回饋訊息，研究結果如下：首先，課程教學省思方面，國小學生覺得直接表達愛意才是告白但是害怕被拒絕，詢問交往和親密接觸問題會以嬉鬧方式回答，至於分手有人開心、有人難過可進一步探討角色地位；此外分手如同告白被拒絕一樣，學生會擔心日後仍要在班上朝夕相處以及會面臨其他同學開玩笑等問題。其次，研究者省思方面，研究者鮮少在課堂中與學生談論感情，研究後發現學生所知遠多於研究者想像，使研究者在課堂提問不容易聚焦，對於學生五花八門的答案反應也不夠快，這對研究者是挑戰和學習，未來會持續精進以期能妥善處理學生愛情困擾。最後從學生回饋訊息中，可知學生透過課程在情感處理能力有所成長，但是仍有許多想了解未了解的部分。本文將以此研究結果提出相關結論和建議。
For upper elementary school students, discovering the need to develop romantic relationships is important. In order to promote positive relationships, this study attempted to improve students' ability to process emotional information through curriculum and instruction. Based on the theory of Getting Along with Others and related research, we designed the courses Confession and Rejection, Getting Along with Others, and Breaking Up. In order to understand the learning outcomes of the students and their feedback, we applied action research methodology and collected students' reflections. The results of the study are described as follows: When asked about relationship and intimate contact, students would answer in a playful way, and when discussing breakup, some expressed happiness and some sadness. Furthermore, students would relate a breakup equivalent to being rejected, and students were concerned that they would still have to spend time together in the future, as well as the possibility of other classmates making jokes about them. Second, the lead author observed that relationships are rarely discussed in class, and that the students knew much more than the lead author thought they did. This made it difficult for the lead author to focus on the questions, and she was not able to respond to students' diverse responses in a timely manner. For the lead author, this was a challenging and learning experience, and she would continue to improve in order to appropriately handle the challenges students face in romantic relationships in the future. Lastly, based on students' feedback, it was apparent that their skills in emotional processing had improved through the course; nonetheless, students are eager to learn more about this topic. |
| Relation: | 台灣教育研究期刊, Vol.5, No.4, pp.239-262 |
| Data Type: | article |
| Appears in Collections: | [教育學院] 期刊論文
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