政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/147248

政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/147248

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题名:	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
作者:	康佳鈴 Kang, Jia-Ling
贡献者:	郭昭佑 Guo, Chao-Yu 康佳鈴 Kang, Jia-Ling
关键词:	幼兒社會情緒學習幼兒情緒能力 kindergarten children social and emotional learning children`s emotional competence
日期:	2023
上传时间:	2023-09-01 16:16:11 (UTC+8)
摘要:	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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