真相思考繪本對於國中生情緒教學成效之研究

Abstract

本研究應用「真相思考繪本」的情緒教育課程進行教學，選取國一四班共105人，兩班為實驗組52人，兩班為控制組53人，其中男生56人，女生49人，進行每周一堂課程，共六次情緒教育課程，並採用「青少年情緒智力量表」做研究工具，蒐集105位學生在應用「真相思考繪本」之情緒教育課程前後差異，分為「青少年情緒智力量表」之五向度「經營人際關係」、「自我激勵」、「管理情緒」、「了解自身的情緒」、「識別他人的情緒」教學前、後測及「學生回饋表」變化情形，並輔以個別訪談資料，分析應用「真相思考繪本」之情緒教育課程對於國中生情緒教學成效與行為改變和影響。\r\n研究之結果，對於應用「真相思考繪本」教學成效無立即明顯差異，推論因情緒變化需長時間觀察及不同教學法影響。但量表分情緒五向度分析，發現「管理情緒」與「了解自身的情緒」平均數有明顯差異，顯示情緒智力部分提升。輔以學生回饋表及訪談資料，顯示應用「真相思考繪本」教學能夠促發國中生真相思考，進而正視負能量。

A study on the emotional education course of \" Truth Thinking Picture Books\" was used for teaching. There were 105 students in the four classes, were 52 in the experimental group, and were 53 in the control group, including 56 boys and 49 girls. There was one course per week, the total number of courses were six, and we used tool which called the \"Inventory of Adolescent Emotional Intelligence\" to collect the data 105 students. We used the result of Pre-test and Post-test to compare the scores between the general courses and \"Truth Thinking Picture Book\" emotional education course.\r\nWe used five-dimensional that\" Interpersonal Relationship\", \"Self-Motivation\", \" Emotional Management \", \"To Know Your Own Emotions\", \"To Recognize Others Emotions\" to changes that the result of Pre-test and Post-test to compare the scores and to analyze data individual interview. We used \"Truth Thinking Picture Books\" to improve the emotional teaching effect and change in behavior and influence.\r\nOur result showed that there is no significant difference in the effects of teaching by \"Truth Thinking Picture Books\". It is inferred that the emotional changes long-time observation and different methods of teaching .