本研究旨在探討社會情緒學習 (Social and Emotional Learning, SEL)融入繪本教學，對國小學童自我覺察與自我管理能力之影響。近年SEL被視為學童全面發展之核心能力，能促進其在面對挑戰與困境時，展現更高的適應力與復原力。然而，現行國小課程設計中，SEL多以隱性方式存在，缺乏系統性教材與教學實踐模式。繪本因其情境生動、角色鮮明及寓意深刻特質，常被應用於情意教育與價值澄清。因此，本研究將SEL核心構面融入繪本教學，期能建構兼具趣味性與教育意義的課程方案。
　　本研究採行動研究法，以臺灣某國小三年級25名學童為對象。研究歷時八週，依據「計畫—行動—觀察—反思」之循環進行兩階段課程實施與修正。資料蒐集採質性分析為主、量化檢核為輔，透過「兒童社會情緒學習量表」前後測、學習單、心情札記、課室觀察記錄、半結構式訪談及教師省思札記等多元資料，並以三角驗證交叉分析，歸納SEL融入繪本教學對學童之具體影響。
　　研究結果顯示：一、在自我覺察方面，學童能從情緒模糊狀態，進展至使用精準詞彙辨識冰山下之深層情緒，並透過圖文多模態方式表達感受與連結生活情境；二、在自我管理方面，學童由被動仰賴外在安撫，逐漸走向主動內在調節，並展現認知重構能力，且將課堂習得之調節策略成功遷移至同儕與家庭互動中；三、在教師專業成長方面，教師由「繪本講述者」轉化為「情緒學習引導者」，並能針對不同學習需求，提供差異化教學鷹架。
　　綜合而言，本研究證實SEL融入繪本教學對促進國小學童自我覺察與自我管理能力具正面效益，並展現行動研究於教學實踐上的價值。建議未來課程設計可持續深化SEL與繪本教學之結合，延長課程介入時間，並拓展至不同年段、多元文化脈絡及家庭參與中，以厚植學童長遠的情緒調節能力與學習韌性。

This study aims to explore the influence of integrating Social and Emotional Learning (SEL) into picture book instruction on elementary students' self-awareness and self-management. In recent years, SEL has been regarded as a core competency for students' holistic development, promoting their adaptability and resilience when facing challenges and difficulties. However, in current elementary school curriculum design, SEL mostly exists implicitly, lacking systematic teaching materials and instructional practice models. Picture books, with their vivid contexts, distinct characters, and profound morals, are often applied in affective education and value clarification. Therefore, this study integrates the core dimensions of SEL into picture book instruction, expecting to construct a curriculum program that is both engaging and educational.
　　This study adopted an action research approach, targeting 25 third-grade students at an elementary school in Taiwan. The research lasted for eight weeks, conducting a two-stage curriculum implementation and modification based on the "plan-act-observe-reflect" cycle. Data collection was primarily qualitative, supplemented by quantitative verification. Multiple data sources, including the pre- and post-tests of the "Children's Social and Emotional Learning Scale," worksheets, mood journals, classroom observation records, semi-structured interviews, and teacher's reflective journals, were cross-analyzed using triangulation to identify the specific impacts of integrating SEL into picture book instruction on the students.
　　The research results indicate: 1. In terms of self-awareness, students progressed from a state of emotional ambiguity to using precise vocabulary to identify deep emotions beneath the iceberg. They could also express their feelings and connect them to real-life situations through a multimodal approach using both pictures and text. 2. In terms of self-management, students transitioned from passively relying on external soothing to actively engaging in internal regulation. They demonstrated cognitive restructuring skills and successfully transferred the regulatory strategies learned in class to peer and family interactions. 3. In terms of the teacher's professional growth, the teacher transformed from a "picture book narrator" to an "emotional learning facilitator," providing differentiated instructional scaffolds tailored to diverse learning needs.
　　In conclusion, this study verifies that integrating SEL into picture book instruction has positive effects on promoting elementary students' self-awareness and self-management, demonstrating the value of action research in teaching practice. It is suggested that future curriculum design continue to deepen the integration of SEL and picture book instruction, extend the duration of curriculum intervention, and expand to different grade levels, multicultural contexts, and family involvement, in order to cultivate students' long-term emotion regulation abilities and learning resilience.

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