網路學生出題結合學習單策略在國中情緒教育課程對學生學習成效之影響

The Application of Online Student Question-Generation with Worksheets Strategy to Junior High School Emotional Education Curriculum and Its Effect on Student Learning

目前情緒教育常見的教學與評量方式，難以符應情緒理論與情緒教育學者所倡議「主動經驗連結、個人意義建構」的核心概念。先前文獻支持學生出題策略能賦予學生新舊知識/經驗的連結、應用與反思之機會，唯目前尚無此策略於情緒教育應用的實證研究。本研究旨探討網路學生出題結合學習單策略（相較於單獨網路學習單策略）在國中情緒教育課程對學生情緒智商知識及情緒認知、情緒調節及情緒表達等能力的影響，以及其對學生生活經驗連結的促發情形。以嘉義縣一所國中四個班級學生（N=51）為研究對象，進行為期十一週的教學活動。本研究採準實驗研究法，網路學生出題結合學習單實驗組主要讓學生在完成教師編擬題目的網路學習單後，進一步以「如果不是」與「重點」進行出題與答案的編寫，而單獨網路學習單對照組則僅進行網路學習單活動。所收集的量化資料，經獨立樣本t檢定、變異數分析及共變數分析發現：兩組在情緒智商低認知（記憶與理解）層次表現以及情緒認知、情緒調節與情緒表達各能力上無顯著差異，然實驗組在屬高認知應用層次題型上有顯著較優的表現。就學生出題成品進行的文件分析結果顯示：學生出題有相當高的比例環繞家庭與學校生活經驗，顯見學生出題提供學生將學習主題與個人生活經驗連結、主動意義建構的機會。

Currently, the commonly used teaching and assessment methods in emotional education often fall short of aligning with the core concepts advocated by emotional theories and scholars—namely, active experience connection and personal meaning construction. The potential of student question-generation (SQG) in promoting the association, application, and reflection of prior knowledge and personal experiences is well documented, nonetheless, its effects on emotional education have yet to be empirically examined. Given this, this study aimed to investigate the effects of online SQG with worksheets strategy applied to emotional intelligence curriculum on students’emotional intelligence academic achievement and their competencies in emotion cognition, regulation, and expression, as compared to the online worksheets only strategy. Furthermore, how SQG supports students in reflecting and making connections between the study content and personal experiences was examined. Four classes of junior high school students in Chiayi County (N =51) participated in the study for eleven weeks. Quasi-experimental research method and document analysis were adopted for the purpose of this study. For the online SQG with worksheet experimental group, students generated questions and corresponding answers using‘if not’and‘main ideas’SQG approaches after completing online worksheets devised by the teacher, whereas the online worksheet contrast group only needed to complete online worksheets. Quantitative data analyzed via t-test, analysis of variance, and analysis of covariance techniques found no significant differences between the two groups in emotional intelligence academic achievement at the lower cognitive levels (i.e., knowledge and comprehension) and all three dimensions of emotional intelligence competencies (i.e., emotion cognition, regulation, and expression). Nonetheless, the online SQG with worksheets group significantly outperformed the online worksheets group in academic achievement at the higher level (i.e., application). Document analysis conducted on student-generated questions further revealed a high proportion of the questions involved family and school-related life experiences, demonstrating that the SQG strategy offers students opportunities to connect the study content with their personal life experiences and construct meaning actively.