本研究旨在探討幼兒園教師協助幼兒社會智能發展的歷程，透過主題課程及隨機教學為引導方案，以行動研究的方法，進行計劃－行動－檢視－反省等循環步驟，增進幼兒合宜地表達自己的情緒及解決人際問題等能力。在計劃與行動的過程中，由最初的主題課程「人」進入，接著檢視與修正引導策略，拿掉主題課程的框架，調整為隨機教學引導幼兒社會智能的發展。本研究除探討教師協助幼兒社會智能發展之歷程以外，同時在行動中省思，教師有所改變與成長。歸納本研究結果如下：
壹、在教師透過課程促進幼兒社會智能發展之歷程方面：
一、從主題課程到隨機教學的歷程，在情緒方面，幼兒學習覺察與辨識開心、傷心、
生氣、害怕、害羞等情緒，在合宜地表達自己的情緒方面仍需引導；在與他人協
商及解決問題方面有正向的提升。
二、為孩子預備一個促發人際互動的環境可以開啟其社會智能的發展。
三、成人的示範及楷模學習影響幼兒情緒表達及人際互動的方式。
四、衝突事件是幼兒學習人際互動及解決問題的時機。
五、角色扮演的融入與體驗是幼兒學習社會互動的好方法。
貳、在教師試圖促進幼兒社會智能發展歷程之省思與成長方面：
一、教師在促進幼兒社會發展的歷程，重新觀照教師的角色，體會到「覺察」自己與
「融入」幼兒互動的重要。
二、教師在促進幼兒社會發展的歷程，從幼兒的衝突事件中領悟到「等待」、「允許」
及「包容」。
三、「正向心理學」應用於主題課程及隨機教學能引導幼兒肯定自己與他人，有助於
幼兒社會智能的發展。
最後，對園所及教師提出建議，作為相關實務工作者及有志研究幼兒社會智能議題者之參考。

關鍵字：幼兒、社會智能、主題教學、隨機教學

This study investigates the process kindergarten teachers use to assist children in developing social intelligence. Through scenario courses and incidental teaching, an action research method is employed to reiterate the continual cycle of planning, action, observation, and reflection to enhance the emotional expression of children and increase their ability to solve interpersonal problems. In the planning and action processes of this study, research was conducted by addressing the initial scenario course topic, “people.” Sequentially, we observed and corrected guidance strategies, disregarded the framework that was established according to the course topic, and converted the means of research into incidental teaching methods to guide children in developing social intelligence. In addition to investigating the process kindergarten teachers use to assist children in developing social intelligence, we observed that the teachers have also changed and grown by the reflection through action process. The results of this study are summarized from the following aspects:
I. Teachers promote the development of children’s social intelligence through curricula:
1. In advancing from thematic courses to incidental teaching, the children have learned, perceived, and discerned various emotions such as happiness, sadness, anger, fear, and shyness during emotion learning. However, further guidance in their ability to express emotions appropriately was required. In addition, their communication skills and problem solving abilities were improved.
2. Preparing an environment for children that promotes interpersonal interaction can stimulate the development of the children’s social intelligence.
3. Adult role models affect the emotional expression and social interaction of children.
4. Conflicts are suitable opportunities for children to learn interpersonal interaction and problem solving skills.
5. The immersive experience of role-playing is an effective approach for children to learn social interaction.
II. Teacher development is simultaneously reflected by attempts to promote the development of children’s social intelligence:
1. While promoting the social development of children, the teacher reviewed his role as a teacher and realized the significance of “being self-conscious” and “blending in” with children.
2. While promoting the children's social development, the teacher began understanding “patience,” “permission,” and “tolerance” based on conflicts between children.
3. Applying “positive psychology” in thematic courses and incidental teaching guides children to acknowledge themselves and others, and further assists in developing their social intelligence.
Finally, recommendations are provided to kindergarten programs and teachers who are qualified practitioners and researchers involved in developing children's social intelligence.

Keywords: early childhood, incidental teaching, social intelligence, thematic teaching

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