分析情緒繪本於幼兒情緒學習之應用與限制

Analyzing the Implications and Limitations of Children's Picture Books in Emotional Learning

翟敏如(Min-Ju Tsai)

《國立臺灣科技大學人文社會學報》 10卷2期 (2014/06) Pp. 89-111

摘要

本研究從教師和幼兒談情緒繪本主題之表現，以分析情緒繪本於幼兒情緒學習之應用與限制，本研究者透過情緒繪本共讀活動，蒐集師生情緒繪本共讀語料、教師閱讀省思心得、小組閱讀活動檢討、研究者的觀察筆記等，研究結果發現情緒繪本能引導幼兒討論情緒、認識情緒發生的原因和伴隨情緒產生的反應、分享情緒調節技巧及協助教師評估其他影響幼兒情緒表現之因素，此外，本研究結果亦發現繪本於幼兒情緒學習之限制為並非所有繪本都適用於幼兒情緒學習、對於複雜情緒之討論及使用繪本情緒圖片於教導幼兒認識情緒表情有其困難性。研究者建議幼兒教育者需先瞭解情緒繪本於幼兒情緒學習之應用與限制，方能有效增進師生情緒主題討論及實施情緒繪本學習活動之品質。

關鍵字

師生共讀 ； 情緒學習 ； 情緒繪本

並列摘要

In this study, teacher-student emotional discussions that occur during a group reading of children's books were investigated, and the applications and limitations of children's books in the emotional learning of young children analyzed. Verbal data, group reviews, teacher feedback, and field notes were collected as research data. The results of this study indicated that children's books assist children in discussing emotions, comprehending the causes and consequences of emotions, and becoming aware of emotional regulation strategies, and help teachers evaluate other factors that might influence children's emotional skills. However, not every children's picture book can be employed for the emotional learning of young children. Discussing complex emotional words might be difficult for children's books discussions. Using facial expressions in children's books might pose difficulties when teaching emotions to children. The applications of children's books in emotional learning of young children and proposals for future study are suggested.

並列關鍵字

children's picture books ； emotional discussions ； shared reading

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