反思教學設計運用於國小六年級學童情緒管理之行動研究

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題名:
反思教學設計運用於國小六年級學童情緒管理之行動研究
著者: 黃庭羽; Huang, Ting-yu
徐綺穗; Chi-Sui Hsu; 教育學系課程與教學碩士班
主題: 行動研究; 反思教學設計; 情緒管理; reflective instructional design; emotion management; action research
描述: 本研究是以行動研究的方式，探究將反思教學設計運用於學生情緒管理方面的改變，希望透過反思的歷程，讓學生從自己本身情緒覺察做起進而推己及人、同理他人的情緒。本研究對象為彰化縣一所國小之六年級35名學生，根據研究目的，研究者設計了為期八週的教學活動，並整理教學過程中所觀察及蒐集到學生在教學活動中所產生的各類資料，及研究者的教學省思、訪談、觀察者觀察紀錄…等資料回饋與檢證，藉此呈現學生情緒管理的表現與成長情形。根據資料分析與研究結果，研究者歸納出以下結論：研究者閱讀文獻後，將反思教學歷程分成三個實施步驟，並將情緒管理分成四個向度，據此發展出反思教學設計運用於情緒管理的活動，讓在反思的歷程中覺察自己的情緒進而同理他人的情緒。學生在接受情緒管理教學活動後，在「情緒知覺」向度，能夠正確覺察自己的情緒且清楚描述之並發覺別人的一言一行會影響自己的情緒。在「情緒表達」向度，懂得以適當的言行來表達自己的情緒，並讓他人知道自己的感受，且能包容同學的不當情緒行為。在「情緒調整」向度，學會控制情緒，並因在同學身上看見不良示範而開始反思。在「情緒關懷」向度，則能夠同理並照護他人的情緒，並對自己的情緒照護提出需求。反思教學設計之實施困難與解決策略如下：在反思教學策略使用方面，輪流使用不同的反思技巧，讓學生投入討論；在做好每一個教學步驟下，使得教學進度落後，影響正式課程；讓學生自編情緒故事，將學習化被動為主動。在教師帶領技巧方面，對於突發事件採取當下討論的策略，立即檢驗學生的學習情形；同時訂定反思討論的規則使討論順暢。在學生學習成效方面，發現同儕眼光是影響學生行動最大的因素，故讓學生自己發聲，尊重學生對於情緒管理接受度的差異。最後，研究者根據本結論，對未來實施或研究反思教學設計運用於國小六年級學童情緒管理者，提出一些具體的建議。
This research, in the manner of action research, probed into the changes related to the use of reflective instructional design in emotion management of pupil. Furthermore, this research hopes to let students, through the process of reflection, start from observing their own emotions, and then put themselves in the places of others to understand the emotion of other people.This research took 35 sixth-grade elementary school students in Changhua County as the study object. According to the research goal, the researchers designed a instructional activity lasting for eight weeks. Furthermore, the researcher arranged and compiled various materials as well as information about the students participating in the instructional activity observed and collected during the teaching process. The feedback and verification of the materials, such as the researcher’s teaching reflection, interview, and the observation record of the observer, etc, were used to present and demonstrate the performance and growing situation of the student emotion management. According to the material analysis and the research result, the researcher came to the following conclusions: After reading the relevant literatures, the researcher divided the reflective instructional procedure into three implementation steps, and divided the emotion management into four directions and degrees. According to the above, the researcher develop the activity utilizing reflective instructional design in the emotion management, in order to let students observe their own emotion during the reflection process to understand other people’s emotion. After receiving the emotion management teaching activity, the pupils were able to observe their emotion correctly and describe it clearly. They found that their emotion could be influenced by the words and behaviors of others. Regarding “emotion perception”, they understood to express their emotion by proper words and behaviors, to let others know their emotion, and are able to contain as well as bear other people’s improper behaviors. Regarding “emotion expression”, they learnt to control their emotion, and began to reflect on those bad examples demonstrated on their classmates. Regarding “emotion adjustment”, they were able to understand and look after others emotion, and require their own emotion to be taken care of. Reflect on the difficulties for putting the reflective instructional design into practice and its solution strategy as follows: concerning the usage of reflective instructional strategy, we should use different reflection skills by turns, to let the students devote themselves into discussions; if we tried to fulfill every teaching steps to the best it can be, the teaching progress would fell behind the schedule, and the normal courses would be affected. We should ask students to compose emotion stories by themselves, in order to make the passive study active. In terms of the teachers’ guiding skills, we should adopt the strategy of discussing currently to address the emergent and unexpected events, in order to exam the learning situation of the pupils immediately. At the same time, we should set down the rules for the reflective discussion, to make the discussion go smoothly. Concerning the effect of the students’ study, we found that peer review played the biggest role in influencing students’ actions. Therefore we should let the students express their own voices, and respect the difference in the degrees to which the students could accept the emotion management. Last but not least, the researchers, based on this conclusion, put forward some specific suggestions for the people implementing or studying the reflective instructional design by elementary school sixth graders in the emotion management.
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建立日期: 2008
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2565
資源來源: NUTN IR

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反思教學設計運用於國小六年級學童情緒管理之行動研究

黃庭羽; Huang, Ting-yu 徐綺穗; Chi-Sui Hsu; 教育學系課程與教學碩士班 2008

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