幼兒對情緒繪本之閱讀回應：以賴馬作品為例

本研究之目的在於：（1）探究幼兒閱讀賴馬情緒主題圖畫書後的回應之方式；（2）探究幼兒閱讀賴馬情緒主題圖畫書後，對於書中情緒元素之想法；（3）透過師生共讀賴馬情緒主題圖畫書後，探究幼兒情緒能力的轉變。本研究採用質性研究方法，蒐集28名中、大班幼兒共讀的語料、訪談、繪圖作品、自行閱讀觀察資料，以及幼兒於教室情境中情緒事件回應的觀察紀錄，並加以分析。研究發現如下：（一）幼兒能以Sipe（1998；2000）提出文學回應理論表達對圖畫書的想法，回應方式包含分析（77.37%）、互文（9.85%）、個人（5.84%）、投入式（4.38%）以及表演式（2.55%），且亦能以讀者的角度詮釋圖畫書內容；（二）藉由閱讀本土作家-賴馬創作單一且情緒鮮明圖畫書，幼兒能知識書中各角色的情緒狀態、表達及調節情緒的方法；但幼兒認為圖畫書中提供的情緒調節方法，並非皆適用於幼兒真實情境中，因此教師需延伸圖畫書內容至幼兒真實情境，來引導幼兒調節情緒是必要的；（三）幼兒的情緒能力發展是需不斷討論與學習的，成人需要積極傾聽才能了解幼兒情緒能力發展的狀況。最後，依據研究發現提供欲進行情緒圖畫書共讀者教學實務以及未來研究方向之建議。

關鍵字

幼兒情緒能力；閱讀回應

並列摘要

The purposes of this research are: (1) to study the children’s response to the Emotional Picture Books of Lai Ma; (2) to study the children’s ideas concerning the emotional elements in the books after reading the Emotional Picture Books of Lai Ma; and (3) to study the transition of children’s emotional competence through joint reading conducted by both the teacher and children after reading the Emotional Picture Books of Lai Ma. This research applies the qualitative research method. The participants include 28 children of kindergarten junior and kindergarten senior classes. Data collections include the corpus among joint reading, interviews with children, art works, self-reading observation, and the observational records of emotional event response of the children. All data are transcribed and analyzed. The research findings are as follows: (1) Based on literature response theory of Sipe (1998; 2000), children can express their ideas about picture books. The children’s response methods include analysis (77.37%), intertextual (9.85%), personal (5.84%), engagement (4.38%), and performance(2.55%). Besides, the children can also interpret the picture book content from unique perspectives; (2) Through reading the emotional picture books created by Lai Ma, children can identify the emotional states of various roles in books, and the methods of expressing and regulating emotion. However, children think the emotion regulating methods are not fully applicable to children’s realistic situations. Therefore, teachers are expected to extend the content of picture books to the realistic situations of children, so as to guide children to regulate emotions. (3) Children’s emotional competence shall be continuously developed through discussion and learning. Adults are required to listen to them in order to understand the development situation of children’s emotional competence. At last, in accordance with the research findings, recommendations are provided to the ones intending to engage in teaching practice of joint reading of emotional picture books and concerning future research directions.