社會情緒學習融入高中國語文教學：教師教學實踐之探究

Integrating Social and Emotional Learning into Chinese Language Arts Instruction in Senior High School: An Inquiry into Teachers’ Instructional Practices

社會情緒學習已在臺灣當代教育場域受到高度關注。然而，對於探討高中教師如何將社會情緒學習融入國語文教學，與其教學實踐樣態的相關研究尚在起步階段。本研究使用多重個案研究法，以五位高中國語文教師為研究對象，透過教學觀察、訪談、文件分析蒐集研究資料，旨在探究社會情緒學習融入高中國語文教學之實踐樣態與特性，並歸納出教師面對的挑戰與因應方式。

研究發現顯示：一、社會情緒學習融入高中國語文教學展現出「延續體驗」與「整合思辨」樣態。教師可透過跨課次／文本、跨情境之課程教學設計，強化學習之持續性、實踐性、整合性與思辨性，促進學生社會情緒能力的發展。二、面對社會情緒學習融入教學的挑戰，例如：課程進度壓力、學生將所學延展應用於生活情境的機會較有限，以及學生對自我揭露的顧慮等，教師透過調整融入時機與形式、運用生活實踐場域、鼓勵多樣化學習表現與營造支持性的課堂氛圍等策略有效因應。本研究冀能深化臺灣社會情緒學習融入國語文教學之實踐。

Social and emotional learning (SEL) has attracted considerable attention in contemporary educational settings in Taiwan. However, empirical research on how senior high school teachers integrate SEL into Chinese language arts instruction and execute the corresponding instructional practices remains limited. To address this gap, this study applied a multiple-case study design to examine five senior high school Chinese language arts teachers. Data were collected through classroom observations, interviews, and document analysis to explore the patterns and characteristics of SEL integration into Chinese language arts instruction, identify the challenges teachers face in incorporating such learning into instruction, and understand how they address these challenges in practice. The results indicated the following: (1) The integration of SEL into senior high school Chinese language arts instruction followed two patterns of practice: an experience-extending pattern and an integrative-deliberative pattern. Through cross-lesson, cross-text, and cross-context curriculum and instructional designs, the teachers could enhance the continuity, action orientation, integration, and deliberation of learning, thereby facilitating the development of students’ social and emotional competencies. (2) When facing challenges in integrating SEL into classroom instruction, including curriculum pacing pressures, limited opportunities to apply SEL in real-life contexts, and students’ concerns about disclosing personal thoughts and feelings, the teachers responded by adjusting the timing and methods of SEL integration. For example, they presented authentic practice contexts, encouraged students to demonstrate their learning through various tasks, and cultivated a supportive classroom environment. These findings may help promote the development of instructional practices involving the integration of SEL into Chinese language arts in Taiwan.