一所偏遠高中實施社會情緒學習方案的教學實踐研究

A Pedagogical Practice Study on Implementing Social Emotional Learning Program in a Rural High School

本研究旨在回應臺灣偏遠地區高中生普遍面臨家庭支持不足與學業自信低落的困境，發展並驗證一套在地化的社會情緒學習（SEL）方案。本研究方案參考日本小泉與米山修訂之社會情緒能力量表向度，透過3循環行動研究，發展出一套7單元、每次100分鐘的教學方案；研究對象為37名高二學生，以單組前後測、質性訪談與回饋單等方式，探討課程成效與實踐歷程。研究發現，第2循環的量化結果呈現學習初期的「覺察陣痛期」：學生在「情緒管理」上顯著進步，卻因自我反思加深，而在「積極有貢獻的服務活動」上顯著下降，此轉變反映出更趨真實的自我評價。研究者據此調整課程設計，在第3循環中優先強化團體信任感與學習安全感後，學生於「對他人的覺察」向度達到顯著進步。研究結果彰顯同儕間的熟悉度與學習安全感，是影響偏鄉學生參與意願與學習成效的關鍵因素；換言之，針對偏鄉學生的SEL教學，需優先投入資源建立人際信任，方能有效促進內在覺察與外顯技能的發展。基於此實踐歷程，本研究提出「信任—覺察—技能」3階段教學建議，為未來相關課程設計提供具體參考。

This study aims to address the challenges of limited family support and low academic confidence among high school students in remote areas of Taiwan. It develops and validates a localized Social and Emotional Learning (SEL) program through a three-cycle action research design. The research involved 37 second-year high school students, and adopted a single-group pretest-posttest method, qualitative interviews, and feedback forms to investigate the program's effectiveness and implementation process. The findings revealed that the second cycle induced a“painful period of awareness”characteristic of initial learning stages. While students demonstrated significant improvement in“emotion management,”their scores significantly declined in“proactive and contributory service activities,”reflecting a shift toward a more realistic self-assesement. Following curricular adjustments that enhanced group trust, the third cycle showed significant gains in“awareness of others.”The results underscore that peer familiarity and a safe learning environment are critical factors influencing student engagement and learning outcomes. This research produced a seven-session, with each session lasting 100-minute. Its core contribution is the validation of a pedagogical approach for rural students that prioritizes establishing interpersonal trust before fostering internal awareness and external skills, leading to the proposal of a“Trust-Awareness-Skills”three-stage model.