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題名:幼兒園社會情緒學習課程提升幼兒情緒能力之個案研究
作者:康佳鈴
作者(外文):Kang, Jia-Ling
校院名稱:國立政治大學
系所名稱:教育學系
指導教授:郭昭佑
學位類別:博士
出版日期:2023
主題關鍵詞:幼兒社會情緒學習幼兒情緒能力kindergarten childrensocial and emotional learningchildren's emotional competence
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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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