- 學位論文
幼兒對於情緒繪本回應之探究
Young Children’s Reading Responses to Emotional Picture Books
摘要
本研究旨在探討幼兒對情緒繪本的回應。鑑於幼兒情緒能力影響幼兒在校生活與學習之表現，而情緒繪本已在幼兒園普遍運用，但以幼兒對情緒繪本回應之研究議題較少，且研究者在教學現場在幼兒繪畫中找到回應的線索，因此研究者選了幼兒較常出現的五個負向情緒之繪本，探究不同情緒能力幼兒對情緒繪本回應之差異。本研究以八名幼兒園大班幼兒為研究對象，在教師念讀情緒繪本後，邀請幼兒以繪畫創作進行回應，再以作品訪談蒐集幼兒對情緒繪本的口語反應形式。而後以小組情緒言談方式介入，幼兒再次進行創作回應和作品訪談，試圖瞭解情緒言談對情緒繪本回應之影響性。研究結果發現：一、幼兒對情緒繪本的創作回應以清楚明確的線條勾勒主要人物，內容以繪本情節為主，口語反應情形以個人的語言最多；二、情緒能力弱幼兒情緒覺察與辨識的能力較差，回應的情緒詞彙和調節策略較少；情緒能力佳幼兒易連結生活經驗，表現較佳的情緒表達和理解能力，回應多元的情緒調節策略；三、幼兒在小組情緒言談中的表現呈個別差異現象，其中情緒能力弱幼兒需歷時較久才明顯看見改變；四、情緒言談影響幼兒創作回應和情緒能力的展現，創作回應作品的線條和色彩更加豐富，對事件場景的描繪較細緻，其中情緒能力佳的幼兒改變回應創作主題的較多；五、情緒言談介入後，幼兒對情緒繪本之口語反應以啟發的語言最多，且提升幼兒運用具體的情緒調節策略。最後，將研究結果與文獻對照，提出教師運用繪本、實施情緒教育和未來相關研究之建議。
並列摘要
The purpose of this research is to explore children's responses to emotional picture books. Given that children’s emotional competence affects children’s performance in school life and learning, emotional picture books have been widely used in kindergartens. However, there is little research on how children respond to emotional picture books. Researchers have found clues about the responses in children’s drawings at teaching sites. Therefore, the researcher selected five picture books with negative emotions that young children often displayed and explored the differences in the responses of children with different emotional abilities to the books. Eight children in an upper-level class at a kindergarten joined the research. After the teacher read the emotional picture books, the children were invited to respond with painting creation, and then the children’s oral responses to the emotional picture book were collected through interviews. Afterward, group discussions about emotional discourse were conducted, and the children again made creative responses and took interviews with the works, trying to understand the influence of the group discussions on the response to the emotional picture books. The results of the study showed that: 1. Children’s creative responses to the emotional picture books outlined the main characters with clear and explicit lines. Their content was mainly about the plot of the picture books, and the oral responses were predominantly concerned with personal language. 2. Children with low emotional competence had poor emotional awareness and recognition abilities, and they responded with few emotional words and adjustment strategies; children with good emotional competence easily connected the books with their own life experience, showed better emotional expression and understanding, and used multiple emotional adjustment strategies. 3. Children’s performance in the group emotional discussions showed individual differences. It took longer for children with low emotional competence to demonstrate obvious changes. 4. Emotional discussions affected children's creative response and the display of emotional competence. The creative response works had richer lines and colors, and the depiction of event scenes was more detailed. Children with better emotional competence made more responses to creative themes. 5. After the intervention of emotional discussions, children’s oral responses to the emotional picture books included the most inspiring language, and children were promoted to use specific emotion regulation strategies. Finally, the research would compare its finding with previous literature and put forward relevant suggestions for teachers to use picture books in emotional education, and for future studies.