社會情緒學習融入數學教學之層級分析與轉化設計原則

A Hierarchical Analysis of Integrating Social and Emotional Learning into Mathematics Instruction: Design Principles for the Transformative Approach

臺灣學生數學成就名列國際前茅，情意表現卻長期偏弱，現有教學難以兼顧認知與情意發展。數學學習歷程內含情緒調節、社會互動與後設認知整合等面向，與社會情緒學習（SEL）具有共生關係。然而既有研究多為通用型SEL方案或單一面向介入，對於SEL系統性融入數學學習，仍缺乏層級區辨與設計架構。據此，本文旨在建構SEL融入數學教學之分析架構與轉化設計原則。首先，闡述SEL與數學學習歷程之內在關聯；其次，援引Banks多元文化課程模式，區分貢獻、添加、轉化與社會行動四種取向，並比較其在課程結構改變、SEL知識類型與學習歷程交織程度之差異，指出轉化取向兼具學習效益與實務可行性，應為優先進路。最後，提出IDET循環（辨識、設計、外顯、轉譯）作為設計架構，並以國小分數加法與國中統計模組示例說明其應用。

Students in Taiwan rank among the top performers in international mathematics assessments, yet their affective outcomes remain weak. Mathematical learning inherently involves emotion regulation, social interaction, and metacognitive integration, processes symbiotically intertwined with social and emotional learning (SEL), yet existing research offers little guidance on systematic integration. This paper develops an analytical framework and design principles for integrating SEL into mathematics instruction. Drawing on Banks's multicultural curriculum model, it distinguishes four approaches, namely contributions, additive, transformative, and social action, and argues that the transformative approach offers both pedagogical effectiveness and practical feasibility. It then proposes the IDET cycle (Identify, Design, Externalize, Translate) as a design framework, illustrated with two examples: elementary fraction addition and a junior high statistics module.