| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 96 === The present research is directed to study the effect of emotional teaching on enhancing the emotional adjustment ability and generalization of high functional autism students; and at the mean time enhancing the professional knowledge and ability of the teachers. The researcher selects a high functional autism student on whom the emotional teaching is to be performed and takes the action research method which evaluates the student’s emotional adjustment ability and generalization performance via parents/teacher interviews, emotional adjustment checklist, emotional expression and problem solving records, and researcher observation. The emotional teaching comprises three parts including emotion recognition, emotion reading and problem-solving strategies. The researcher divides the teaching processes into three phases: Initial phase, intermediate phase and later phase, and then modifies and adjusts the research direction in accordance with the practical teaching situation in each phase, parents/teacher talks, learning performance and generalization results. The research discovers that:
1.Emotion teaching enhances the emotional adjustment ability of high functional autism students.
2.A joint-participant-role played by both of the parents and the teacher helps facilitate generalization.
3.The execution, result and cooperation of emotional teaching are recognized by the teacher, parents and student.
4.The execution and modification have a positive impact on the researchers.
5.During the process of working with the parents, the teacher’s interactive communication skill to work with the parents is enhanced.
In accordance with the result of the research, the researcher provides the following suggestions on the practice of emotional teaching:
1.The aspects of emotional teaching can be used as a reference for future practice.
2.It is suggested that the teaching of emotional adjustment ability be divided into small segments, so as to facilitate the learning of autism students.
3.Strengthen the false belief-based emotion teaching.
4.Increase un-expected-incidents teaching.
5.Increase opportunities of extra-curriculum scenario practicing.
6.Lengthen the generalization practice.
7.Enhance the training on understanding the sequence of events.
8.The mutual cooperation between parents and teachers.
In addition to the above-mentioned suggestions, some other relevant suggestions are provided as a reference for future study.
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