社會情緒學習（SEL）是由美國學業、社交與情感學習協作組織（Collaborative for Academic, Social and Emotional Learning，簡稱CASEL）所提出，包含了五個核心能力：自我意識、自我管理、社會意識、人際關係和負責任的決定。本研究將針對SEL探討課綱、教學、工具與課程。本研究共獲得以下四個成果：
研究一使用質性內容分析法，比較臺灣綜合活動和美國伊利諾州SEL課程設計，比較後發現有四點相似：三大學習主軸、提供安全支持的情境、強調覺察與探究、重視師生共同學習，對於未來透過綜合活動推動SEL有以下五點建議：針對五大核心設計課程、收集合適的教學資源、針對不同年級發展課程、推動教師培訓或研習、開發可驗證SEL教學成效的工具。
研究二透過採訪8個SEL教學得獎的老師，經質性分析後得出以下五點：SEL是以情緒覺察為首要的人際互動學習、實施過程要強調體驗與示範、可提升學生情緒覺察、情緒管理與自我效能、需面對教學與輔導的挑戰。
研究三旨在探討小學生之社會情緒學習表現，以臺北市小學生為樣本對象，並經由自行編制的社會情緒學習量表進行問卷施測，全部回收有效問卷為220份。在信度方面，各分量表具有可接受到良好的內部一致性（Cronbach’s α係數= .88～.91）、全量表Cronbach’s α係數為.96，穩定的重測信度（rs= .74～.85），以及理想的組合信度（.62～.85）。經分析發現，本量表與焦慮、違規行為、學習動機、幸福感均達顯著相關，顯示本量表具有良好的效標關聯效度，可做為評量學生SEL表現的測量工具。
研究四使用不等組前後測準實驗設計，結合綜合活動課程，為高年級小學生設計SEL課程（5週），透過準實驗研究，證實實驗組學生在「社會情緒學習」、「學習動機」、「焦慮」、「違規行為」、「主觀幸福感」等表現，均顯著優於對照組學生之表現。

Social Emotional Learning (SEL) is proposed by Collaborative for Academic, Social, and Emotional Learning (CASEL), which focuses on the following five aspects: Self-awareness, self-management, social awareness, interpersonal relationships, and responsible decision-making.Given the growing impact of SEL on education in Taiwan, this research conducted a series of studies to examine the following: The design of the syllabus, the experience of professional teachers, the scales to test students’ abilities, and the curriculum designed for SEL.
This study achieved the following four results:
In Study 1, we used qualitative content analysis tocompare the curriculum of Integrative Activities in Taiwan and the curriculum of Illinois’SEL Curriculum in U.S.A, it is found that there are four similarities:Three major learning themes, providing a safe and supportive environment, emphasizing awareness and inquiry, and co-learning between teachers and students. There are the following five suggestions for promoting SEL through Integrative Activities in the future: Designing courses for the five cores, collecting appropriate teaching resources, developing curriculum for different grades, promoting teacher training or study, and developing tools that can verify the effectiveness of SEL teaching.
In Study 2, we interviewed 8 award-winning teachers in SEL teaching, and analyzed the following five points through qualitative research: SEL is based on interpersonal interaction learning with emotional awareness as the primary, learning process should emphasize experience and demonstration, SEL can improve students' emotional awareness, Emotional management and self-efficacy, SEL needs to face the challenges of teaching and counseling.
In study 3, we explored the social-emotional learning performance of primary school students. Taking primary school students in Taipei as the sample object, the self-developed social-emotional learning scale was used to conduct the questionnaire test, and 220 valid questionnaires were recovered and verified by internal consistency reliability, construction validity and simultaneous validity. In terms of reliability, each subscale had acceptable internal consistency (Cronbach’sα= .88~.91) and the full scale Cronbach’s α is .96, stable retest reliability (rs =.74~ .85). And the ideal combination reliability (.62~.85). After the test, it was confirmed that it was significantly related to anxiety, abnormal behavior, learning motivation, and well-being and can be used as a measuring tool to objectively evaluate the SEL effect.
In Study 4, the research design used the unequal group pre-test and post-test experimental design. Aintegrative activities course was combined to design a SEL course (5 weeks) for senior primary school students. Through quasi-experimental research, it was confirmed that the students in the experimental group had better performance in “social-emotional learning,”
“learning motivation,”“anxiety,”“abnormal behavior,”“subjective well-being” and other performances were significantly better than those of the students in the control group.

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