國小高年級兒童在校情緒表現與教師介入策略之研究―教師的觀點

Emotional Expression of 5th and 6th Graders and Teachers’ Intervention Strategies：Teachers’ Perspectives

本研究目的在瞭解國小高年級兒童在學校中的情緒表現與教師所採取的介入策略。以焦點團體訪談大綱為研究工具，邀請國小高年級教師參與焦點團體訪談，共計進行12 場次，參與者有74 名，採用共識質化分析進行資料分析。研究結果顯示：（1）兒童在校所表現的正向情緒感受有快樂、興奮等；負向情緒感受有生氣、憤怒、嫉妒、沮喪等。教師對兒童負向情緒之陳述較正向情緒為多。（2）兒童面對情緒事件會表現出發洩、攻擊自己或他人、抗拒、壓抑等行為反應。對強烈或有立即傷害之情緒行為反應，教師會立即介入處理；對過度宣洩或無立即性傷害之情緒行為反應，教師則會延宕介入或刻意不處理。（3）教師會透過「傾聽與同理兒童的情緒」、「居中協調與勸導」等介入策略，來處理情緒事件。最後，本研究依據研究結果，提出情緒教育實施與未來研究相關建議。

The purpose of this research was to explore the emotional expression of 5th and 6th graders and the intervention strategies of teachers. Participants were 74 5th and 6th grade teachers. Data were collected through focus group interviews and were analyzed using the Consensual Qualitative Research (CQR) procedure. First of all， results indicated that happiness and excitement were generally the positive emotional feelings for students. In contrast， anger， indignation， depression， and enviousness were the most common negative feelings of children’s emotion in elementary school. When dealing with students’ feelings， teachers are more concerned about students’ negative emotional feelings than positive ones. Secondly， when facing emotional issues， most students displayed catharsis， aggression， attack， resistance， and repression， etc. When confronting with students’ strong or intense emotional behavior that might cause immediate harm， teachers tended to intervene instantly. Yet， when facing students’ emotional behavior with no sign of immediate harm， teachers usually chose to delay interventions or ignored treatments purposely. Thirdly， teachers often adopted the intervention strategies of [listening and empathy] as well as [intermediation and conciliation] when dealing with students’ emotional issues. Finally， based on the results， this research also provides suggestions for treatments of students’ emotional issues and future relevant research issues are discussed.