本研究旨在探討情緒素養學習融入國小二年級語文和生活領域的課程設計歷程、實施歷程，以及過程中所遇到的困境及對策，還有學生經歷過此情緒素養學習課程後的改變與學習成就，以及研究者在研究過程中的省思與成長。
本研究採行動研究法，以桃園市某國小二年級學生24人作為研究對象，進行九週二十四節課的情緒素養融入國語文和生活領域的教學，並以觀察、訪談及文件分析法進行質性資料的分析與歸納。

本研究之主要結果如下：
一、情緒素養課程應結合學生興趣（如「慕得夢」）吸引注意力，採用螺旋式設計增強學習效果，並謹慎規劃教材與活動，根據學生專注力與進度靈活調整，融入日常情境以提升實用性。
二、學生透過學習逐步掌握情緒管理與分類技巧，能正向應對情緒，展現同理心，清晰表達感受，並有效進行溝通。
三、教師以「溫和且堅定」的態度引導學生，並在教學中反思自身角色，依據學生發展狀態選擇適切教材與教學順序，提升教學知能、班級經營與輔導技能，探索情緒素養融入日常教學的可能性，實現專業成長。

依據上述研究結果，研究者提出以下建議：
一、教學者應結合學生興趣設計情緒素養課程，採用螺旋式學習模式，謹慎選擇教材，融入日常情境，靈活調整進程，並建立學習鷹架以促進同理心、溝通能力與情緒調節技能的實踐。同時，應強化教學知能與反思能力，提供班級情緒支持，扮演好情緒素養教學中的引導角色。
二、研究者應進行針對不同發展階段的適應性研究，探索情緒素養學習的長期影響，並在多場域實踐推廣，以支持情緒素養教學的多元發展與應用。

The purpose of this research is to explore the curriculum design and implementation process of integrating emotional literacy learning into the Mandarin and Life curriculum in the second grade of the elementary school, as well as the difficulties and countermeasures encountered in the process, and the changes and responses of students after experiencing this emotional literacy learning course. Learning achievements and the researcher’s reflection and growth during the research process.
This study adopts a method of action research, taking 24 students in the second grade from an elementary school in Taoyuan City. The researcher integrates emotional literacy into the Mandarin and life Curriculum fields in a ninth-week twenty-four session and uses observation, interview, and document analysis methods to analyze and summarize qualitative data.

The main results of this research are as follows:
1.Emotional literacy curriculum should integrate students’ interests (e.g., "Moodemon") to capture their attention, adopt a spiral curriculum design to enhance learning outcomes, and carefully plan age-appropriate teaching materials and activities. These courses should be flexibly adjusted according to students’ focus and progress, integrating emotional literacy learning into students' daily lives to improve practical applicability.
2.Through the emotional literacy learning course, students have gradually developed skills in emotional regulation and classification, enabling them to actively cope with emotions in a positive manner. They have also demonstrated improved empathy, clearer emotional expression, and more effective communication with others.
3.Teachers guide students with a "gentle yet firm" approach and reflect on their roles during the teaching process. By selecting appropriate materials and sequences based on students’ developmental stages, they have enhanced their teaching knowledge, class management, and tutoring skills. This process also allows for the integration of emotional literacy into everyday teaching, achieving professional growth and personal development in emotional literacy

Based on the above research results, there are the following suggestions:
1.Emotional literacy learning courses should be designed to align with students’ interests, incorporate a spiral learning model, carefully select age-appropriate teaching materials, integrate emotional literacy into daily life, and flexibly adjust teaching progress. Additionally, learning scaffolds should be established to enhance empathy, communication skills, and the practice of emotional regulation. Teachers should strengthen their teaching expertise, reflective capacity, and emotional support in class management, taking on the role of facilitators in emotional literacy education.
2.Future researchers are encouraged to conduct adaptive studies for different developmental stages, explore the long-term impact of emotional literacy learning, and implement practices across various contexts. Such research can provide broader and more sustainable support for emotional literacy education, fostering cultural adaptability and promoting professional growth among teachers.

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