Application Study of PERMA Model in Primary School Emotion Regulation Curriculum

小学生正处于身心快速成长的关键时期，情绪波动频繁且多样，焦虑、沮丧、易怒等不良情绪时有出现，这些情绪问题不仅阻碍他们在学业上的进步，更对其社交互动和身心健康造成潜在威胁。传统的小学情绪调节课程在内容与方法上存在一定局限性，难以充分满足学生日益增长的情绪管理需求。积极心理学的兴起带来了新的曙光，其中PERMA模型涵盖积极情绪、投入、人际关系、意义和成就五大要素，为改善小学情绪调节课程提供了崭新视角。本研究基于积极心理学PERMA模型，构建小学情绪调节课程体系，采用准实验设计验证其有效性。选取广州市增城区凤凰城中英文学校120名3~4年级学生(实验组/对照组各60人)，通过16周干预发现：实验组在情绪识别准确率(+23%)、积极情绪持续时间(Cohen’s d = 0.82)及同伴关系评分(p Primary school students are in a critical period of rapid physical and mental growth, emotional fluctuations are frequent and diverse, anxiety, depression, irritability and other bad emotions appear from time to time, and these emotional problems not only hinder their academic progress, but also pose potential threats to their social interaction and physical and mental health. The traditional emotion regulation curriculum in primary school has some limitations in content and methods, and it is difficult to fully meet the growing needs of students for emotion management. The rise of positive psychology has brought a new dawn, in which PERMA model covers the five elements of positive emotion, engagement, interpersonal relationship, meaning and achievement, and provides a new perspective for improving the emotion regulation curriculum in primary schools. Based on the positive psychology PERMA model, this study constructs a primary school emotion regulation curriculum system and uses a quasi-experimental design to verify its effectiveness. A total of 120 students in grade 3~4 (60 in each group) from Fenghuang Chinese-English School, Zengcheng District, Guangzhou were selected. After 16 weeks of intervention, it was found that the experimental group significantly improved the accuracy of emotion recognition (+23%), duration of positive emotion (Cohen’s d = 0.82) and peer relationship score (p < 0.01). Studies have shown that the PERMA model can effectively improve the emotional regulation ability of primary school students through embodied activities, such as “emotional color painting”, but there are grade differences in the understanding of “meaning” elements. The research provides theoretical support and practical paradigm for the curriculum reform of mental health education.