本研究之目的在於探討情緒教育課程對提升國小四年級學童負向情緒表達能力之效果，分析實驗效果是否因性別因素之不同而有所差異。並依據實驗研究結果，探討情緒教育課程實施於國小之可行性。 本研究實驗對象為臺中市L國民小學兩班四年級學生，使用「2×2 不相等實驗組控制組前後測」之準實驗設計，實驗組為17人，控制組為20人。情緒教育課程由研究者自行設計實施，上課時間為彈性時間，每週一節課(40分鐘)，共十二週，控制組則不接受實驗處理。 研究結果發現：學童的負向情緒表達能力可以藉由情緒教育課程的實施而提升但不因性別而有所差異，學童的負向情緒最常是由同學間的誤會衝突所引發。最後，根據本研究結果提出幾項建議。 The purpose of the research was to determine the effects of the self-designed Emotional Education Curriculum for promoting fourth-grade students’ expression of negative emotion and to analyze whether the experimental effects will be different according to genders. According to the result, we discussed if it is possible to implement the Emotional Education Curriculum in elementary school. The experimental samples were the two classes of the fourth-grade students from an Elementary School in Taichung; using the experimental design of a 2×2 pretest posttest follow-up test.17 students in experimental group and 20 students in control group. The teaching of Emotional Education Curriculum was handled by researcher himself and the executing timing is used in the flexible courses. These were done once for 40 minites in a week in 12 weeks and the control squad don’t accept experimental treatment. The main findings demonstrated that students’ expression of negative emotion can be enhanced through Emotional Education, but there were no genders’ differences on the enhancing effects. Students’ negative emotion is usually raised by misunderstanding and conflict between classmates. Finally, according to the results of the research, some suggestions were proposed.
