中小學校長運用系統思考處理社會情緒學習議題之分析：校長課啟領導實踐舉隅

The Analysis of Systems Thinking on Social Emotional Learning Issues of Primary and Secondary School Principals: the practice example of principal coaching leadership

2019年臺灣正式實施的12年國民基本教育課程綱要，強調素養導向課程與教學，及跨領域的深度學習等，期能培養學生面對真實社會與未來的能力，校長角色也從偏重行政領導擴展到包括課程領導、願景領導及教育宗旨的領導等更深化的內涵，加上2020年以來新冠疫情造成遠距教學型態的變革，師生在教學、學習及心理層次上的衝擊，校園師生的社會情緒學習，更是考驗著校長的領導。後疫情時代全球的重要發展趨勢包括數位經濟、地緣政治及永續經營等，因為對於資訊科技應用、國家價值及未來責任認知的人我差異，使得未來學生所面對的問題勢必更加錯綜複雜，社會情緒學習也因此成為近年來全球最受關注的教育趨勢之一。本研究以49位中小學校長1運用系統思考方法，處理「如何提升師生社會情緒素養，降低衝突事件的發生，以營造幸福校園」之議題，所繪製系統思考迴圈圖的內容（包括變項可量度性、系統迴圈圖整全性、關鍵槓桿點，以及聚焦社會情緒學習的情況等面向）加以分析，期能藉此引導校長善用系統思考，以解決學校的錯綜複雜問題。

The 12-year national education curriculum officially implemented in Taiwan since 2019. Literacy-oriented curriculum and instruction emphasize cross-domain deep learning, in order to cultivate students' ability to face the society and the future. The role of the principal leadership has expanded from administrative leadership to deeper connotations such as curriculum leadership, vision leadership. In addition, the covid-19 pandemic since 2020 has caused revolution of distance learning, and the impact of teaching, learning, psychological levels have also challenge principals' leadership on social emotional learning. Digital economy, geopolitics and sustainable operations have gradually become important global development trends in the post-pandemic era. Due to the differences of people on the application of information technology, national values and future responsibilities, the future problems faced by students are bound to be more complex, and social-emotional learning has become one of the most concerned education trends in the world in recent years. In this study, 49 primary and secondary school principals adopt systems thinking to draw the systems thinking loop diagram with the issue of ＂how to improve the social-emotional literacy of teachers and students, reduce the occurrence of conflict events, and create happy school＂. The results of the study are the analysis of the characteristics of this diagram including the number of variables, the measurability of the variables, the whole concept of the system loop, the key lever points, and the situation of social-emotional learning. Finally it is hoped that principals should apply the systems thinking gradually to solve the complex problems of the school.