本研究旨在以行動研究方式，運用結合阿德勒心理學與正念覺察之情緒管理課程，以解決研究者在教學上所面臨之問題，並探討其對學生課程參與和情緒管理學習成果的影響。以研究者在110學年第二學期所開設之「教師情緒管理」課程的24位學生為對象，設計14個結合阿德勒心理學與正念覺察之情緒管理課程主題，並運用正念覺察、小團體活動、問題導向學習、學習省思和個別實作任務等教學活動，透過行動研究之動態循環歷程，從中反思和調整教學行動。研究發現結合阿德勒心理學與正念覺察之情緒管理課程以及PBL策略的實踐，頗受學生的認同與肯定，教學實踐過程中也配合學生回饋，進行教學的反思與調整。研究結果顯示教學實踐行動能有效促進學生在教師情緒管理課程上的參與，並有助於學生在課程目標的學習，以及從自我對話中瞭解和學習面對自己的情緒與問題。同時，研究結果亦顯示，修課學生能認同並指出自己在情緒管理方面的學習和改變，具體的學習成果包括能增進學生對自我情緒的覺察與探索，以及促進學生在面對自己和他人情緒問題時的自我調適與成長。 Adopting an action research approach, this study intended to employ the Adler's psychology and mindfulness in an emotion management course to deal with the problems faced by researchers in teaching, and to explore its impact on students’ participation and learning outcomes. This study designed 14 themes that combined Adler's psychology and mindfulness, and used teaching activities such as mindfulness, small group activities, problem-based learning, reflection, and individual practice tasks. The participants were students in the "Teacher Emotion Management" course taught by the researcher in the second semester of the 110th academic year, and the teaching practice was reflected on and adjusted accordingly in the dynamic and cyclical process of action research.The results show that the Adler's psychology and mindfulness in an emotion management course and the practice of PBL integration into the curriculum is give recognition and appreciation by the students, and the teaching practice was reflected on and adjusted accordingly in the dynamic and cyclical process of action research. The results found that the teaching practice action could effectively promote students to participate in class discussions. And helps students identify their emotion and problem occur during the course environment and conversation. Also, help students able to recognize their emotions as they are happening. Moreover, assist students in learning about and managing their emotions. Furthermore, the result shows that students can identified different about their own learning and change in emotional management. There was a significant increase on the students’ emotional self-awareness. And promote personal growth on identify their emotions, social and emotional adjustment.
