幼兒對情感主題圖畫書之回應--以桃園市一所公立幼兒園為例

本研究旨在探究幼兒對八本情感主題圖畫書閱讀回應之歷程,研究者選取 30 名 3 歲至 5 歲幼兒,採用質性研究方法,實施說故事教學,以半結構式之團體討論過程,蒐集與分析幼兒閱讀圖畫書後之回應,並進行歸納與分析。本研究結果分為二部份,(1) 圖畫書教學後對於愛的理解有不一樣的看法,認為「愛」是包含彼此雙向的互動;(2) 經過圖畫書教學及團體討論後,同理心方面有明顯提升,顯示幼兒能夠在自然而然中將圖畫書意境作情感之內化。最後,研究者根據研究結果加以討論,從教師教學方面與研究對象方面,提出建議,以供幼兒園教師與未來研究者參考。

關鍵字

幼兒；情感主題圖畫書；閱讀回應

並列摘要

Abstract The purpose of the study was to investigate preschool children’s responses to eight picture books on the theme of affection. Qualitative Research was applied. 30 preschool children at from three years old to five years old were selected, and they were told stories in eight picture books on the theme of affection. Semi-structured approach was adopted. Gathering these 30 preschool children, the researcher held a group discussion to observe these preschool children’s responses. This study concluded: (a) each preschool child had different comprehension about affection, but all agreed that love was a two-way mutual interaction between each other; (b) it had evident that preschool children’s ability to be able to think in other people’s situation was improved a lot after they had learned from those stories in the picture books. These results revealed that young children were capable of translating situations in the stories into affection inside them in a quite natural way. In conclusion, a number of suggestions were made on the basis of this study, and they were also made on the aspect of a teacher to teach and on the aspect of preschool children’s learning. Finally, this thesis could be a reference for teachers to teach in preschools.