提昇兒童社會情緒能力之學習：美國 SEL教育方案經驗之啟示

以知識為導向的教學無法適應訊息萬變的社會衝擊，培養學生因應社會環境的基本能力已成為各國教育改革重點。兒童基本能力中的情緒能力近年來備受國內外研究重視，美國教育政策鼓勵學者致力設計提升兒童社會情緒能力的教育方案，其方案內容頗有值得參考之處。 我國義務教育目標在於培養兒童十大基本能力，其中之一乃教導兒童能了解自己的潛能、性向和情緒，研究亦證實兒童的情緒能力會影響其在學校的學習與表現。鑑於情緒能力的重要性，本文首先分析「情緒智力」的定義概念，並從不同的理論模式解析其內涵；其次探討「情緒能力」 、 「社會－情緒能力」等概念具體內涵，最後從美國 CASEL 組織所推薦的有效「社會－情緒學習」(SEL)教育方案內容歸納其設計原則與實施經驗之啟示，提供教學者與研究者參考。

Knowledge-oriented teaching can not adapt to the rapidly changing world. Cultivating students’ abilities to cope with social situations has been the focus of educational reform in many countries. Within ten basic competences， children’s emotional competence has been emphasized by researchers for many years. In order to facilitate the social-emotional competence of children， American educational policy has been encouraging scholars to design preventive programs which have significant mplications. The aims of compulsory education in our country are to promote ten basic competencies of children and to educate them to be aware of their capabilities， dispositions and emotions is one of aims. Researches have demonstrated that social-emotional competence of children has an impact on their academic performance. Based on the important meaning of it， this study first analyzes the conception of “social intelligence”， and illustrates its elements from different theoretical models. Secondly， the meaning of social competencies and social-emotional competencies is explored. Finally， after summarizing effective SEL programs recommended by CASEL， the principles of designing programs are illustrated and its implications for teachers and researchers are discussed.