本研究探討臺灣國小教師在班級經營中實施社會情緒學習（Social and Emotional Learning, SEL）的歷程，採用質性研究與紮根理論，訪談八位獲獎教師。研究發現，教師在班級經營中推動SEL可分為四大向度：認知（理解情緒原理、促進情緒思辨）、情感（設計真實體驗、引導深度反思）、教師（師生共同示範、提供情緒支持）、技術（練習調節技巧、培養穩定習慣）。本研究進一步提出「CATS班級中的社會情緒學習模式」，將四大向度細分為八個子向度，包括「知原理／能思辨」、「重體驗／有反思」、「立榜樣／給支持」、「學技巧／養習慣」。「CATS班級中的社會情緒學習模式」具體呈現教師在教學現場實踐SEL的策略脈絡，不僅有助於提升班級經營的品質，也可作為未來師資培育與政策推動的重要參考依據。

This study investigates how elementary school teachers in Taiwan implement Social and Emotional Learning (SEL) in classroom management. Using qualitative methods and grounded theory, interviews with eight award-winning teachers revealed four key dimensions of SEL practice: Cognition (emotional understanding and reasoning), Affection (experiential learning and reflection), Teacher (role modeling and emotional support), and Skill (emotional regulation and habit-building). The study proposes the CATS model, dividing these into eight sub-dimensions : “Know the Principles/ Think Critically,” “Emphasize Experience/ Reflect Deeply,” “Be a Role Model/ Offer Support,” and “Practice Skills/ Build Habits.” This model concretely illustrates the strategic framework teachers use to implement SEL in practice. It not only enhances the quality of classroom management but also serves as a valuable reference for future teacher education and policy development.