以親子共讀增進同理心表現之個案研究

Using Parent-Child Reading to Promote Performances of Empathy:A case study

梁育慈(Yu-Tzu Liang)

指導教授 ： 陳劍涵

淡江大學/教育學院/課程與教學研究所碩士班/碩士(2019年)

https://doi.org/10.6846/TKU.2019.00693

摘要

本研究以質性研究為取向，採個案研究方式探究一名幼兒彤彤與其母親（即研究者）進行親子共讀的歷程個案同理心變化之過程。研究者運用共讀式對話閱讀之技巧設計提問與活動設計，讓幼兒進行換位思考，以增進幼兒之同理心，並經由觀察及與訪談，深入了解幼兒同理心表現之歷程。研究結果發現，以對話式親子共讀之策略設計提問，能促進幼兒同理心之發展，幼兒由自我中心到感人所感，並做出體貼他人之行動，且透過活動的安排能讓幼兒更迅速進入他人的角色。
相較於一般研究者只能利用部分時間觀察個案，家長是幼兒最長時間相處的對象，家長應善用此優勢，在日常生活中觀察孩子的同理心表現，並運用技巧以提升其同理心，觀察的時間及地點較無限制，進行的方式也可彈性調整，且研究結束後可進行長時間的後續觀察與追蹤。

關鍵字

親子共讀 ； 同理心

並列摘要

This is a qualitative oriented research, in which the researcher (i.e. the mother) conducted a case study on her child, named Tong-Tong, to observe the changing process of the child’s empathy in the course of Parent-Child Reading. The researcher applied the skills of shared book reading and dialogic reading to design questioning and activities, in order to excite the child’s transposition thinking so that the child’s empathy could be promoted. Through the observation and interview, the researcher investigated the child’s performances of empathy. It is found in this study that it can encourage the development of children’ empathy by questioning designed to dialogic Parent-Child Reading. The child changed from being self-centered to being considerate, making actions to show consideration to others. The result also reveals that children can play the role of others more quickly through the arrangement of activities.
In comparison with other ordinary researchers, who can only take parts of time to observe the case, parents are people with whom children get along for the longest time. Parents should make good use of this advantage, observing their children's empathy performance in daily life and using techniques to enhance their empathy. The time and venue of observation are relatively unlimited, and the manner of implementation can also be flexibly adjusted, and a long-term follow-up observation and tracking can be performed after the study is completed.

並列關鍵字

Parent-child Reading ； Empathy

參考文獻

中文

王煥深、柯華葳 (1999) 。青年心理學。台北：心理。

江韋逸(2011) 。國小高年級學童情緒智力、幸福感與同理心發展之探究。未出版之碩士論文。

辛綺麗 翟敏如(2014)。影響幼兒利社會及其它相關因素之研究。南台人文社會學報。

林天佑（2005）。教育研究倫理準則。教育研究月刊，132，70-86。