社會情緒學習結合師資培育課堂活動之初探

An Exploratory Study of the Classroom Activities of Teacher Education Program with Social and Emotional Learning Integrated

社會情緒學習（social and emotional learning, SEL）是近來海內外教育界積極推廣的趨勢。本研究在研究者教授的師資培育必修課「課程發展與設計」（以下簡稱「課發」）中，將SEL的元素結合每週教學主題的課堂活動（約40-45分鐘）（隨機分組、不計分）。活動中，師資生運用多樣SEL技巧，去複習當週習得的「課發」內容。本研究的研究對象為臺灣南部某大學的53名師資生。本研究為「初探」性質，蒐集參與者在期中、期末所填寫的開放式問題「SEL省思單」，以內容分析法進行資料分析，以了解參與者在期中之際，對於自己期中考試準備策略的省思情形，及在期末之際，其對於整學期「SEL結合師資培育課堂活動」學習體驗的省思。本研究的研究發現，可作為後續推動SEL結合師資培育課程的參酌。

All over the world, there has been growing interest in the inclusion of Social and Emotional Learning (SEL) in education. This study aims to explore how SEL has been integrated into the classroom activities of the“Curriculum Development and Design”teacher education program. In each weekly class, there was a 40-45 minutes classroom activity focusing on a learning topic of the“Curriculum Development and Design”course. Random groupings and no scoring were adopted in the classroom activities. During the classroom activities, pre-service teachers used various SEL skills to review what they learned in the“Curriculum Development and Design”course. The participants of this study were 53 preservice teachers from a university in southern Taiwan. The exploratory study utilized open-ended responses in the“SEL Mid-term reflection form”and“SEL Final reflection form”. Content analysis was conducted to analyze the above data, in order to investigate pre-service teachers’reflections of how they prepared for the Midterm exam, and how they responded to SEL integrated classroom activities during the teacher education program. The findings of this study provide implications for future practice of the integration of SEL education in teacher education programs.