社區服務融入社會情緒學習理念之實踐與省思：以偏鄉國中為例

The Practice and Reflection on Integrating Community Service into Social and Emotional Learning: A Case Study of a Rural Junior High School

本研究以嘉義縣幸福國中（化名）為場域，探討社區服務社團融入社會情緒學習（SEL）的實踐歷程與教育意涵。採質性個案研究法，運用長期參與觀察、深度訪談與文件分析，並以反思性主題分析整理理資料。研究發現：一、課程由任務導向轉向學習導向，結合社區探索、青銀互伴共學與反思活動，促進社會情緒學習能力內化。二、學生在行動與反思中提升自我覺察、情緒調節、同理心、人際互動與責任決策能力。三、教師由指導者轉為情緒促進者，家長與社區形成支持網絡，強化學生情意發展。研究顯示，社區服務提供社會情緒學習在地實踐場域，能培養學生「自發、互動、共好」的核心素養，並彰顯偏鄉教育的人文價值與創新潛能。

This study explores the implementation process and educational implications of integrating community service into social and emotional learning (SEL) within Xingfu Junior High School (a pseudonym) in Chiayi County. Employing a qualitative case study approach, data were collected through long-term participant observation, in-depth interviews, and document analysis, followed by a reflexive thematic analysis. The findings reveal three key insights: (1) The curriculum shifted from task-oriented to learning-oriented design by integrating community exploration, intergenerational learning, and reflective activities, which facilitated the internalization of SEL competencies. (2) Through action and reflection, students enhanced their self-awareness, emotional regulation, empathy, interpersonal skills, and responsible decision-making. (3) Teachers transformed from instructors to emotional facilitators, while parents and the community formed a supportive network that strengthened students’affective development. The study concludes that community service provides a localized context for practicing SEL, cultivating students’core competencies of initiative, interaction, and collaboration for the common good, while also demonstrating the humanistic value and innovative potential of rural education.