本研究旨在以繪本融入情緒教育，在一年級融合班級中進行行動研究，分析學生在接受繪本情緒教育後，對於認識情緒、覺察情緒、表達情緒與排解情緒等能力是否提升，還有探究學生對自我情緒與人際情緒的覺知和處理是否成長。 本研究以研究者任教班級的24位學生為研究對象，採取行動研究法，透過規劃繪本課程與活動設計，搭配使用情緒能力量表施作問卷前、後測，以及分析學生問卷回饋、學習單等成果，歸納本研究的結論如下： 一、透過繪本融入情緒教學課程，學生正確認識情緒、覺察情緒、表達情緒、排解情緒。 二、進行繪本融入情緒教學課程後，在融合班級中的一般生生對特殊生的關懷程度有顯著增加。 三、此行動研究課程的實施對融合班級中同儕互動有幫助，可提供給其他現場教學工作者做為參考。 This study aims to integrate picture books into emotional education and conduct action research in a first-grade inclusive class. The purpose is to find out whether students could improve themselves in recognizing emotions, perceiving emotions, expressing emotions, and resolve emotions, as well as in processing self-emotions and interpersonal emotions after receiving emotional education through picture books. 24 students from the researcher’s class were taken as the research object. Action research method were adopted with picture books and activities involved. In addition, the pre-test and post-test questionnaires designed with emotional ability scale and the learning sheets were conducted. The analysis and the findings are as follows: 1. Students can correctly recognize emotions, perceive emotions, express emotions, and resolve emotions with picture books integrated into emotional teaching courses. 2. The ordinary students have significantly developed stronger concern for the special student after picture books integrated with emotional education were implemented in the inclusive class. 3. The implementation of this action research is helpful to peer interaction in inclusive classes. Moreover, it can serve as guide to other educators.
