合作數位閱讀標註系統輔以情緒主題文本閱讀對於國小學童情緒智能及情緒調節策略之影響研究

Abstract

在近幾年的研究中，有越來越多的研究指出情緒智能是能夠被教導而學習的，而選擇適當的文本並搭配對話式閱讀策略，有助於提升學習者的社會情感技能。目前學校教師的情緒主題文本教學，大多以面對面講授式教學與紙本討論為主要的教學模式，不但教學模式比較單調，並且不利於清楚記錄下學習者之間的討論軌跡，而「合作數位閱讀標註系統」可讓學習者在對話式閱讀的過程中，透過搭配設計適當的閱讀標註及回應標註類型與同儕交換對於文本中所傳達的情緒觀點，以利引導學習者發展出不同的提問與回應技巧。如此一來，學習者在學習傾聽他人的想法時，也能更深入思考文本的故事涵義，並且支持學習者在後期的情感發展與學術發展。因此，本研究旨在探討分別採用「合作數位閱讀標註系統」與「傳統紙本」輔以情緒主題文本合作閱讀的實驗組與控制組學習者，在情緒智能及負向情緒調節方法上的差異。\n本研究採用準實驗研究法，隨機挑選兩個國小六年級的班級為實驗對象，其中一班隨機分派為以「合作閱讀標註系統」輔以情緒主題文本合作閱讀的實驗組，另一班則為以「傳統紙本」輔以情緒主題文本合作閱讀的控制組，兩組學習者均進行為期八週的教學實驗，並控制兩組學習者的教學內容、教學時間與教學者皆相同，以比較兩組學習者在情緒智能及負向情緒調節方法上是否具有顯著的差異，並根據質性訪談內容提出教學建議與未來研究方向。\n研究結果發現，相較於「傳統紙本輔以情緒主題文本合作閱讀」，採用「合作閱讀標註系統」輔以情緒主題文本合作閱讀，除了能夠有效的提升學習者的社會情緒能力之外，也能提升學習者傾聽與感受他人的情緒，以及對於自身人際關係的滿意度，並且採用「合作閱讀標註系統」輔以情緒主題文本合作閱讀，亦能有效提升學習者面對負向情緒時，採用辨識情緒脈絡、再評價情緒，以及接受負向感受等負向情緒調節方式。另外，使用「合作閱讀標註系統」輔以情緒主題文本合作閱讀，能夠有效的減少學習者撰寫出無效的閱讀標註。本研究證明「合作閱讀標註系統」能夠激發學習者產生更高的學習動機，有助於促進高層次的思考與進行高品質的討論互動，因此可有效促進情緒智能及情緒調節策略之學習成效。

In recent years, there have been more and more research to indicate that emotional intelligence can be taught and learned, and that selecting appropriate texts with the support of dialogic reading strategies can help learners improve their social-emotional skills. At present, most teachers in schools use face-to-face lectures and paper-based discussions as the main teaching mode for teaching emotional theme texts, which is not only monotonous but also not conducive to clearly recording the discussion processes among learners. A collaborative digital reading annotation system allows learners to share their emotional perspectives on the text with their peers through appropriately types of reading annotation and response annotation designed by the system during dialogic reading to guide learners in developing different questioning and response skills. In this way, learners can think more deeply about the meaning of the emotional theme text as they learn to listen to the ideas of others, and support their emotional and academic development. Therefore, this study aims to investigate the differences in emotional intelligence and negative emotion regulation strategies between the learners of experimental and control groups who read collaboratively emotional theme texts by respectively using a collaborative digital reading annotation system and a traditional paper-based collaborative reading way.\nThis study used a quasi-experimental research method and recruited the research participants from two classes in a Taiwan’s primary school to examine the research questions of the study. One class was randomly assigned to the experimental group that read an emotional theme text with the support of a collaborative digital reading annotation system, and the other class was assigned to the control group that read an emotional theme text by using a traditional paper-based collaborative reading way. The learners of two groups were subjected to an eight-week instruction experiment to examine whether there were significant differences between the learners of two groups in terms of their emotional intelligence and negative emotion regulation strategies under the teaching contents, teaching time, and instructors of two groups were controlled as the same. Besides, this study also proposes teaching suggestions and future research directions based on the research findings of this study.\nThe results of the study show that, compared to collaborative reading with an emotional theme using traditional paper-based collaborative reading way, collaborative reading with an emotional theme text using the collaborative reading annotation system was more significantly effective in enhancing learners’ social-emotional skills, as well as their ability to listen to and feel the emotions of others and their satisfaction with their interpersonal relationships. Moreover, collaborative reading with an emotional theme text using the collaborative reading annotation system can also more effectively enhance learners’ negative emotion regulation strategies by identifying emotional contexts, reevaluating emotions, and accepting negative feelings when facing negative emotions. In addition, collaborative reading with an emotional theme text using the collaborative reading annotation system can more effectively reduce the number of ineffective reading annotations written by learners. In conclusion, this study demonstrates that the collaborative reading annotation system can stimulate higher motivation, facilitate higher level thinking and high quality discussion than traditional paper-based collaborative reading way, and therefore effectively promotes the learning performance of primary school students in terms of emotional intelligence and emotion regulation strategies.