應用ADDIE模式研發兒童情緒教育方案及其成效評估之研究

Study on the Application of the ADDIE Model in Developing and Assessing the Effectiveness of Children’s Emotional Education Programs

本研究目的為研發一套適合國小低年級兒童之情緒教育方案，並以準實驗研究法進行評估，瞭解此方案對國小低年級兒童情緒能力的效應。本研究應用ADDIE模式研發情緒教育方案，並經實務專家審查。成效評估部分，邀約國小低年級兒童進行入班實作，實驗組學童實施本研究研發之情緒教育方案，控制組學童實施繪本品格故事課程，研究者於實施介入方案前後均邀請受試兒童（實驗組計41位，含15位男童與26位女童；控制組計31位，含14位男童與17位女童）家長填答簡淑真與郭李宗文（2006）編製之「3-6歲幼兒情緒能力發展量表（家長版）」，以了解兒童情緒能力前後測的表現情形。本研究所獲結果如下：1.完成研發適合國小低年級兒童之情緒教育方案，內容包含情緒能力之「覺察與辨識」、「理解」、「表達」與「調節」等四個構面，每一構面各設計三個單元活動，加上相見歡與課程總複習共計14個單元；此方案並獲得國小低年級班級教師高度肯定。2.實驗組兒童「情緒能力」量表總分與四個構面分數，前後測皆達顯著差異；而控制組則無顯著差異。3.本研究亦發現此情緒教育方案對男童較具顯著成效。最後，依據研究結果提出相關建議，以供教育實務應用及未來研究參考。

This study aims to develop an emotional education program suitable for junior primary school children and assess its effectiveness on the emotional competence of such children using a quasi-experimental research design. The emotional education program was developed using the ADDIE model and reviewed by experts in the field. To evaluate the effectiveness of the program, junior primary school children were invited to participate in a classroom setting. The emotional education program developed in this study was implemented for the experimental group, and the control group followed a character story curriculum using picture books. The researcher invited the parents of the participating children (41 children in the experimental group, including 15 boys and 26 girls; 31 children in the control group, including 14 boys and 17 girls) to complete the“Emotional Competence Rating Scale for 3–6-year-olds (Parent Version)”by Kuo and Chien (2006) before and after the intervention to assess changes in children’s emotional competence. The study yielded the following results: First, a comprehensive emotional education program suitable for junior primary school children was developed, encompassing the four components of emotional competence:“awareness and recognition,”“comprehension,”“expression,”and“regulation.”Each component consisted of three unit activities, and so along with a meet-and-greet activity and a curriculum review, there were 14 units in total. The program received high praise from the junior primary school teachers. Second, the experimental group children showed significant differences at the pre- and post-test stages in terms of both total scores and the scores for each of the four components of“emotional competence,”whereas the control group showed no significant differences in their scores. Third, the study also found that the emotional education program had a more pronounced effect on boys. On the basis of the research results, we propose relevant recommendations for practical application within education and use them as a reference for future research.