運用繪本進行幼兒情緒教育之行動研究

The Action Research of Using Picture Books in Young Children''s Emotional Education

吳啟敏(Chi-min Wu)

指導教授 ： 林以凱 ； 孫扶志

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2013年)

摘要

幼兒期是情緒的奠基期，因此教師透過自身情緒的示範與引導，經營安全接納的學習環境並進行情緒教育，在幼兒園是相當重要的課題。
本研究之目的有三：（一）設計一套以繪本為媒介的情緒教育課程、（二）瞭解幼兒在繪本融入教學的過程中，其情緒能力上的發展與改變、（三）增進幼教師在運用繪本進行情緒教育上之專業成長。
研究者以中大混齡的一個班級為研究對象，採用準實驗設計法進行研究，透過十一本故事繪本，設計一系列的情緒教育教學活動，並針對教學錄影、學習單、觀察記錄、幼兒情緒能力量表及家長回饋單，進行成果分析，本研究獲得以下結論：
一、本研究分『基本情緒』及『遭遇之情緒困擾』兩階段繪本教學，課程
架構為（一）引起動機與繪本欣賞、（二）三階段問題討論及（三）學
習單與延伸活動；本研究特別重視教學前的準備、教學課程的內容規
劃與實施歷程及教學後的檢討與改變，進而設計出一套以繪本為媒
介，幫助幼兒情緒能力發展的課程。
二、透過情緒繪本的教學、幼兒實際的反應與展現及量表與回饋單的分
析，發現幼兒在幼兒情緒覺察與辨識、情緒表達、情緒理解與情緒調
節四大情緒能力上皆有其發展與改變。
三、在整個情緒繪本教學的過程中，透過事前的規劃、教學的實踐和事後
的省思，增進了研究者在以下三方面的專業成長，包括：在情緒教育
的瞭解與重視、在教師教育理念的體認與成長及在教師教學技巧的成
長與收穫。
根據上述研究成果，提出以下建議:
一、針對實務教學
情緒能力的發展影響著幼兒的學習活動與人際關係，所以幼兒園有實施情緒教育的必要性；建議教師隨時觀關注幼兒行為，並掌握機會進行隨機教育；建議將教學錄影後做檢討，以增進教師的專業成長；建議教師注重身教言教，常與幼兒親密對話；建議主動與家長分享教學，以幫助親、師、生之間的良好互動；考量自己的興趣與專長，進行更多元的教學活動。
二、針對未來研究
為幫助幼兒能有更好的內化與展現，可視情況延長每個情緒內涵的教學時間及整個教學活動期程。

關鍵字

情緒能力 ； 繪本 ； 幼兒

並列摘要

Childhood is the fundamental period for emotion development. It is important that kindergarten teachers to set examples through self-emotion control and guidance and create safe learning environment to conduct emotional education.
There are three purposes in this research: 1. develop an emotional education curriculum using a set of picture books; 2. understand children emotional competence changes and development after using picture books in teaching process; 3. to promote teachers'' professional development for using picture books in young children''s emotional teaching.

The subjects were young children between 4~6 years old. Quasi-experimental methods were used. 11 picture books were used to design a set of emotional teaching activities. The results were analyze deta from video taping, worksheet, observation, children emotional development scale, and parents'' feedbacks. The followings are the outcomes of the research:

The research consists of two stages of picture books teaching: Basic emotional and emotional disturbance. Curriculum were structured as: 1. arouse motivations and picture book appreciation; 2. three stages discussion; 3.workseet and extended activities. This research is focused on teaching preparation, curriculum planning and Implementation, and post class reviewing. And hence develop a curriculum using picture books to help young children emotional development.

Through using picture books in emotional teaching, young child reaction and quantitative data shown, there are changes and developments in the emotion ability of detection with recognize, comprehend , regulate, and expression.
In the whole teaching process, researcher promote professional development through curriculum planning, implementation and reflection. The professional development include emotional education, educational belief, and teaching skills.

The followings are the suggestions according to the research result analyses.

1. Education workers
Emotional competence development affect young children’s learning and interpersonal relationship, so preschool have to implement it. Teachers should pay close attention to childrens’ behavior, and then take the chance to educate them. Video should be used in the classroom for post class review, and hence teachers'' professional development. Teachers themselves should be models of children. To keep close conversations with children is also recommended.
Teachers are encouraged to share children''s performance in the class with their parents, in order to have closer parents-teach-students interactions .Teachers should develop more diverse activities by applying their personal interests and skills.

2. Future researcher
To help young children develop better internalization and presentation, teachers can extend period for each teaching emotional content also teaching activities. Researchers are addressed to choose picture books carefully.

並列關鍵字

Emotional Competence ； Picture Books ； Young Children

參考文獻

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