華語流行曲應用於特教學生的情意教育之研究

A Study on the Construction of an “Affective Education Based on Chinese Pop Songs” Curriculum for Special Educational Needs Students

所謂情意教育，就是把改變學生的情緒或社會行為作為目標，透過不同的教學活動，引導學生學習情緒管理、情感表達、與人溝通相處的技巧，以達到促進個體人格發展、身心健康、學業成長、社會適應的終極目標。事實上，在融合教育的實施下，香港特教學生的處境依然堪憂，他們不但長期在學業上受到挫折，部分更在校內遭受歧視或欺凌，再加上並非所有普通學生、家長或教師對他們的特殊情況都能夠加以理解，最終對他們的身心發展造成一定的負面影響；因此，情意教育顯然對香港特教學生有著重要的作用，能夠協助他們疏導內在的負面情緒、建構正面而積極的思想、學會融入主流社群等。在這樣的背景下，筆者以學會「愛」與「被愛」為主題，在校內成立了「滿滿都是愛」小組，邀請了六名特教學生參與其中，透過華語流行曲的不同運用（聆聽、歌唱、賞析、討論、小組活動等），教授他們「愛」的概念及相關的元素，當中涵蓋愛情、友情、親情、萬物之情，以提升他們對於「愛」的認知、引導他們學會去愛人和接受別人的愛、以及改變他們的待人處事態度，當中取得一定的教學成效。因此，本文旨在透過「滿滿都是愛」小組的教學研究，說明以華語流行曲作為情意教育教材的意涵及作法，以及如何以之對特教學生進行情意教育，期望能夠為特教教師在設置情意教育課程時帶來一些啟示。

The goal of affective education is to build up student’s positive emotions or behaviors. It also helps students develop individual personality， physical and mental health， academic performance and social adaptation through various educational activities. In Hong Kong， under the implementation of inclusive education， the special educational needs (SEN) students are facing a long-term academic setback; some of them even suffer from discrimination or bullying in schools. In fact， these kinds of special circumstances have caused negative impacts on SEN students’ physical， mental and social development. Therefore， affection education plays an important role in helping SEN students integrate into the mainstream community. The purposes of this study were: (1) to design a curriculum for SEN students based on Chinese pop songs; (2) to use a qualitative method to analyze the effects of this affective education curriculum for SEN students and more specifically on the change of their interpersonal attitude. The subjects of this study were a group of form two SEN students from a secondary school in Hong Kong. The teaching was conducted during students’ free time. The data were collected from audio recordings and journal writings. The results of this study support the initial assumption that the curriculum based on the Chinese pop songs can induce positive impacts on SEN students’ interpersonal attitude.