部落兒童情緒教育之行動研究

An Action Research on Emotional Education for Indigenous Children

本研究旨在了解部落兒童情緒的表達和調適的歷程。本研究採行動研究法，透過課程中的困境不斷進行省思與改進來探究情緒教育課程對兒童情緒能力之影響。研究對象為泰雅部落五位兒童，歷時6個月共計12次課程教學，每次教學和陪伴時間為180分鐘。資料蒐集與分析方法為觀察、教學省思、訪談及文件資料，研究結果發現：1.部落兒童情緒教育課程實施困境乃不合宜的情緒行為應對方式。2.情緒教育課程導入「情緒小劇場」對於兒童在投入課程的專注力和情緒理解、表達有正面影響。3.部落兒童在負向情緒出現時，情緒調節方式有所轉變。最後，根據研究結果提出對部落兒童情緒教育實務工作者和未來研究之建議以供後續參考。

This qualitative study aims to understand the process of emotional expression and adjustment for indigenous children. This study adopts the action research to explore the impact of emotional education curriculum. The subjects of the study were five children from the Atayal. The emotional course lasted 6 months and was taught a total of 12 times. Data collection and analysis methods are observation, teaching reflection, interviews, and documentation. The findings are as follow. (1) The implementation of indigenous children's emotional education curriculum is inappropriate ways of coping with emotional behavior. (2)The introduction of Emotional Theater into the emotional education curriculum has a positive impact on children's concentration, emotional understanding and expression in the curriculum. (3) Indigenous children's emotional regulation has changed when negative emotions appear. Finally, the researchers put forward reflections and suggestions on emotional education for indigenous children.