人際和諧活動方案對國小學童群己關係之實驗研究

The Effect of the Interpersonal Harmony Activity Program on Elementary School Studentsʼ Interpersonal Skills

本研究以正向心理為基礎，採準實驗設計，旨在探究「人際和諧活動方案」對國小兒童在群己關係的實驗效果。研究結果顯示，整體而言，本方案對於增進實驗組學童在寬恕、人際和諧、利他、感恩等群己關係，以及降低貧窮文化，實驗效果未獲支持，有可能是採用的統計方法所致，未來可以考慮採用共變數分析來處理。另外，歸納實驗組13位貧窮兒童在學習單的分析結果：首先，學童對人際衝突展現寬恕特性，採取「我不會跟他計較，並告訴他我的想法」等因應策略，符合華人社會重視人際和諧的特質。其次，學童已經懂得利他與感恩，基於情誼與互惠原則，主動幫助他人與問題解決，同時會誠心感謝他人或社福機構與善心人士的協助。第三，學童對突破困境表現積極作為，幫忙家事、努力讀書並知所取捨。不過，在課業層面，仍然需要教師主動的關懷協助，以降低貧窮文化對學童的影響。第四，檢視學童對於方案的單元偏好、活動方式偏好與重要性知覺，由於學童的反應相當良好，因此實驗方案仍然具有推廣應用價值。最後根據研究結果提供具體建議，作為國小輔導實務與未來研究參考。

This quasi-experiment used the positive psychology to explore the effect of the Interpersonal Harmony Activity Program (IHAP) on elementary school studentsʼ interpersonal skills. The findings of this study show that IHAP， in the experimental group， can’t enhance pupils’ interpersonal skills; in other words， it does not affect the sense of forgiveness， interpersonal harmony， altruism， gratitude as well as reduce the sense of poverty culture. So， there was not enough empirical result to support the experiment effect of the IHAP. Additionally， the results of learning sheets from the 13 pupils from the poor families are concluded as follows. Firstly， the pupils possess forgiveness while facing a conflict and hold the strategy of “I do not care for it， but I will tell him what I think，” which is in accordance with the character of interpersonal harmony in Chinese society. Secondly， the pupils have learned about altruism and gratitude and are able to help others solve problems and gratefully appreciate favors from other people or welfare institutions for some friendship bond and personal preferences. Thirdly， the pupils act positively to overcome difficulties， to help with housework， study hard， and to know how to make their choices. Regarding learning， in order to reduce the effect of the culture of poverty on the pupils， the teachers should spontaneously give assistance in the schooling of the pupils. Fourthly， the results demonstrate that the IHAP is feasible and worth being promoted to examine the pupils’ preferences in activities， units， and the importance of perception. In other words， the Interpersonal Harmony Activity Program is worthy to be promoted to assist the pupils in establishing their interpersonal relationship and alleviating the negative effect of the culture of poverty on them. Finally， some suggestions are made for elementary school counseling practices and future studies.