| Summary: | 碩士 === 國立臺南大學 === 教育學系教育行政碩士在職專班 === 103 === An action research was conducted to investigate the social and emotional curriculum program design, and the growth and change of first grade students after implementation. This study also attempted to solve the problems encountered during the investigation.
The participators of this study were tutored by the author. At the same time, students learned five key elements of social and emotional curriculum program.
The social and emotional learning program was completed in 10 weeks. The collected data included filmed class sessions, the student work, the teaching notes, the interview, students’ feedback, and parents’ feedback. The findings of this study are as follows:
First, this social and emotional curriculum program was designed referring to the concepts of Strong Start and the Course of Integrated Activity Curriculum as the idea of teaching structure to conceptualize this study. It was suitable for implementing in Integrated Activity Curriculum of first grade.
Second, the growth and change of first grade students after implementation are as follows:
1.The students can recognize their own feelings with ambiguous words. Teachers should instruct them in giving objective and impartial opinions, which help them describe emotions appropriately.
2.Students can identify what triggers their own emotions.
3.Students can identify which is positive thought, and regulate emotions.
4.Students can learn strategies to regulate negative emotions.
5.Students can recognize happiness, sad, angry and fear and however some can’t distinguish worried.
6.Students can manage and express emotions in relationships.
7.Students can identify their friends and sort them.
8.Students can identify their social problems and develop appropriate solutions to those problems.
Third, this study had 7 questions (1)time handling (2)question missing (3)students were absent in games (4)the instruction in the worksheet is not clear (5)the question in the worksheet is too difficult (6)the chance of speaking is unfair (7) solutions learned in class couldn’t be practiced in students’ daily life, and proposed some available solutions implementing this social and emotional learning program.
Finally, in the discussion section of this study, suggestions that can be used as a reference for social and emotional learning program and future research are provided.
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