社會情緒學習取向班級經營實踐指標之發展與試行

Social and Emotional Learning as a Framework for Classroom Management: Development and Testing of Practice Indicators

本研究旨在發展並試行社會情緒學習取向之班級經營實踐指標。以班級氛圍、班級常規、班級環境及教師、家長與行政人員的正向支持關係四面向為基礎，結合社會情緒學習五大核心能力，透過焦點團體、個別訪談與專家評定，建構16項實踐指標，並於北部三所國小三個班級試行。結果顯示，兩個班級學生之課程投入於三次課後測量呈上升趨勢；受訪教師指出試行有助於教學反思與專業成長，學生於社會覺察與負責任行為亦有初步正向變化。本研究所發展之指標可供教師實踐班級經營與教師增能規劃之參考，然本研究為初探性仍待持續累積實證資料。

This study developed and piloted classroom management practice indicators grounded in social and emotional learning (SEL). Based on four dimensions of classroom management and the five core SEL competencies, 16 indicators were constructed through focus groups, interviews, and expert rating. The indicators were piloted in three elementary classes in northern Taiwan. In the two classes with repeated measurements, course engagement showed an upward trend. Interviewed teachers reported gains in instructional reflection and professional growth, and preliminary positive changes were observed in students’social awareness and responsible behavior. The indicators may serve as a reference for teachers’classroom practice and for the planning of teacher professional development. As this study was exploratory in nature, further empirical evidence remains to be accumulated.