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題名 教師社會情緒學習教學能力指標建構之研究
A Study on Construction of Indicators of Teacher`s Teaching Ability in Social and Emotional Learning
作者 郭攸嵐
Kuo, Yu-Lan
貢獻者 郭昭佑
Guo, Chao-Yu
郭攸嵐
Kuo, Yu-Lan
關鍵詞 社會情緒學習
模糊德懷術
指標建構
Social and Emotional Learning
Fuzzy Delphi Method
Indicator Construction
日期 2023
上傳時間 6-Jul-2023 17:05:00 (UTC+8)
摘要 本研究旨在建立教師社會情緒學習教學能力之指標架構，以期能提供學校或教育主管機關擬定與推廣社會情緒學習政策之參考。主要研究方法為文獻探討後進行指標之初擬與適切性篩選，再以模糊德懷術問卷調查法，收集12位熟悉社會情緒學習領域的專家學者、教師與學校主管的意見，經統計與分析後，建構出教師社會情緒學習教學能力指標，並了解各指標之重要性程度。本研究之結果與分析如下：

一、教師社會情緒學習教學能力分為「構面-指標」兩個層級，包含五個構面、三十二個指標。
二、教師社會情緒學習教學能力的五個構面中，重要性排序由高至低依序為「社會覺察教學能力」、「自我覺察教學能力」、「人際關係技巧教學能力」、「自我管理教學能力」、「做負責任的決定教學能力」。
三、教師社會情緒學習教學能力五個構面內，各構面最重要的指標分別為「幫助學生識別自我情緒」、「教導學生調節自我情緒」、「讓學生練習傾聽與識別他人感受與想法」、「培養學生正面有效的溝通技巧」、「引導學生評估問題並做出負責任的決定」。
四、教師社會情緒學習教學能力三十二個指標中，前三重要的指標包括「培養學生正面有效的溝通技巧」、「鼓勵學生正向積極互動交流」、「教導學生調節自我情緒」。
The aim of this study is to establish a framework of indicators for teachers` social and emotional learning teaching competencies, in order to provide a reference for schools or education authorities to develop and promote social and emotional learning policies. The main research method involved initial proposal and appropriate screening of indicators after literature review, followed by the use of the fuzzy Delphi method questionnaire to collect opinions from 12 scholars, teachers and school administrators familiar with the field of social and emotional learning. After statistical analysis, the indicators for teachers` social and emotional learning teaching competencies were constructed, and the degree of importance of each indicator was understood. The results and analysis of this study are presented below.

1.The teaching competencies of teachers` social-emotional learning are divided into two levels of "dimensions-indicators", including five dimensions and thirty-two indicators.
2.Among the five dimensions of teaching competencies in teachers` social-emotional learning, the importance is ranked in descending order as "teaching ability of social awareness", "teaching ability of self-awareness", "teaching ability of relationship skills", "teaching ability of self-management", and "teaching ability of responsible decision-making".
3.Among the five dimensions of a teacher`s social emotional learning teaching ability, the most important indicators of each dimension are "helping students recognize their own emotions," "teaching students to regulate their own emotions," "allowing students to practice listening and identifying the feelings and thoughts of others," "cultivating students` positive and effective communication skills," and "guiding students to evaluate problems and make responsible decisions".
4.Among the 32 indicators of a teacher`s social emotional learning teaching ability, the top three important indicators include "cultivating students` positive and effective communication skills", "encouraging students to engage in positive and active interaction and communication", and "teaching students to regulate their own emotions".
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描述 碩士
國立政治大學
教育行政與政策研究所
110171004
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110171004
資料類型 thesis
dc.contributor.advisor 郭昭佑zh_TW
dc.contributor.advisor Guo, Chao-Yuen_US
dc.contributor.author (Authors) 郭攸嵐zh_TW
dc.contributor.author (Authors) Kuo, Yu-Lanen_US
dc.creator (作者) 郭攸嵐zh_TW
dc.creator (作者) Kuo, Yu-Lanen_US
dc.date (日期) 2023en_US
dc.date.accessioned 6-Jul-2023 17:05:00 (UTC+8)-
dc.date.available 6-Jul-2023 17:05:00 (UTC+8)-
dc.date.issued (上傳時間) 6-Jul-2023 17:05:00 (UTC+8)-
dc.identifier (Other Identifiers) G0110171004en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/145943-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育行政與政策研究所zh_TW
dc.description (描述) 110171004zh_TW
dc.description.abstract (摘要) 本研究旨在建立教師社會情緒學習教學能力之指標架構，以期能提供學校或教育主管機關擬定與推廣社會情緒學習政策之參考。主要研究方法為文獻探討後進行指標之初擬與適切性篩選，再以模糊德懷術問卷調查法，收集12位熟悉社會情緒學習領域的專家學者、教師與學校主管的意見，經統計與分析後，建構出教師社會情緒學習教學能力指標，並了解各指標之重要性程度。本研究之結果與分析如下：

一、教師社會情緒學習教學能力分為「構面-指標」兩個層級，包含五個構面、三十二個指標。
二、教師社會情緒學習教學能力的五個構面中，重要性排序由高至低依序為「社會覺察教學能力」、「自我覺察教學能力」、「人際關係技巧教學能力」、「自我管理教學能力」、「做負責任的決定教學能力」。
三、教師社會情緒學習教學能力五個構面內，各構面最重要的指標分別為「幫助學生識別自我情緒」、「教導學生調節自我情緒」、「讓學生練習傾聽與識別他人感受與想法」、「培養學生正面有效的溝通技巧」、「引導學生評估問題並做出負責任的決定」。
四、教師社會情緒學習教學能力三十二個指標中，前三重要的指標包括「培養學生正面有效的溝通技巧」、「鼓勵學生正向積極互動交流」、「教導學生調節自我情緒」。		zh_TW
dc.description.abstract (摘要) The aim of this study is to establish a framework of indicators for teachers` social and emotional learning teaching competencies, in order to provide a reference for schools or education authorities to develop and promote social and emotional learning policies. The main research method involved initial proposal and appropriate screening of indicators after literature review, followed by the use of the fuzzy Delphi method questionnaire to collect opinions from 12 scholars, teachers and school administrators familiar with the field of social and emotional learning. After statistical analysis, the indicators for teachers` social and emotional learning teaching competencies were constructed, and the degree of importance of each indicator was understood. The results and analysis of this study are presented below.

1.The teaching competencies of teachers` social-emotional learning are divided into two levels of "dimensions-indicators", including five dimensions and thirty-two indicators.
2.Among the five dimensions of teaching competencies in teachers` social-emotional learning, the importance is ranked in descending order as "teaching ability of social awareness", "teaching ability of self-awareness", "teaching ability of relationship skills", "teaching ability of self-management", and "teaching ability of responsible decision-making".
3.Among the five dimensions of a teacher`s social emotional learning teaching ability, the most important indicators of each dimension are "helping students recognize their own emotions," "teaching students to regulate their own emotions," "allowing students to practice listening and identifying the feelings and thoughts of others," "cultivating students` positive and effective communication skills," and "guiding students to evaluate problems and make responsible decisions".
4.Among the 32 indicators of a teacher`s social emotional learning teaching ability, the top three important indicators include "cultivating students` positive and effective communication skills", "encouraging students to engage in positive and active interaction and communication", and "teaching students to regulate their own emotions".		en_US
dc.description.tableofcontents 目次 I
表次 III
圖次 V
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 6
第三節 名詞釋義 7
第四節 研究方法與研究步驟 9
第五節 研究範圍與限制 12
第二章 文獻探討 14
第一節 社會情緒學習之探究 14
第二節 社會情緒學習教學之探究 30
第三節 各國教師社會情緒學習教學與培育相關政策 35
第四節 教師社會情緒學習教學能力標準之探究 49
第五節 教師社會情緒學習教學能力指標初擬 66
第三章 研究設計與實施 76
第一節 研究架構 76
第二節 研究對象 78
第三節 研究方法 80
第四節 研究工具 84
第五節 資料處理與分析 86
第四章 研究結果分析與討論 88
第一節 教師社會情緒學習教學能力問卷結果分析 88
第二節 教師社會情緒學習教學能力之重要性衡量分析 100
第三節 教師社會情緒學習教學能力指標重要性綜合分析與討論 107
第五章 結論與建議 112
第一節 結論 112
第二節 建議 117
參考文獻 122
中文文獻 122
英文文獻 124
附錄一 「教師社會情緒學習教學能力」專家適切性問卷 132
附錄二 「教師社會情緒學習教學能力」模糊德懷術專家問卷 137
附錄三 指標修正前後對照表 143
 		zh_TW
dc.format.extent 4204926 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110171004en_US
dc.subject (關鍵詞) 社會情緒學習zh_TW
dc.subject (關鍵詞) 模糊德懷術zh_TW
dc.subject (關鍵詞) 指標建構zh_TW
dc.subject (關鍵詞) Social and Emotional Learningen_US
dc.subject (關鍵詞) Fuzzy Delphi Methoden_US
dc.subject (關鍵詞) Indicator Constructionen_US
dc.title (題名) 教師社會情緒學習教學能力指標建構之研究zh_TW
dc.title (題名) A Study on Construction of Indicators of Teacher`s Teaching Ability in Social and Emotional Learningen_US
dc.type (資料類型) thesisen_US
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