本研究藉由電子繪本教學,以了解對提升偏鄉學童幸福感之適切性及教學實施前後之差異性。本研究以台南市偏鄉國小五年級一個班級為主要研究場域,全班共有8位學童為研究對象,自民國2012年9月起至2012年12月底止,採用行動研究法,以正向心理學為理論基礎,藉由行政院文建會「兒童文化館」網站中的電子繪本編排課程,以了解偏鄉學童之幸福感。研究結果發現:1.電子繪本教學對偏鄉學童之同儕關係改變上有助益,從衝動暴力、相互指責、嘲笑的行為,漸漸表現出讚美、感恩、體諒和互相幫助的行為。2.感恩與樂觀思考可以經由學習而得,學童懂得感恩覺得比較快樂,有樂觀的思維,對生活感到比較滿意和幸福。3.電子繪本教學的確對偏鄉學童的幸福感有提升成效。最後,基於研究結論提出相關建議以供未來研究參考。
The purpose of this study was to explore the appropriateness and differences after providing an action study of enhancing students’ wellbeing by using digital picture books in the rural area. Eight students at the fifth grade in Tainan participated in this study. The action study took about three months in 2012, based on the Positive Psychology theory. The digital picture books were recruited from the Picture Book Garden at the Ministry of Culture Website. The findings were as follows. (1) Students’ behaviors had gradually changed from violence, blame and teasing to gratefulness, compliment, understanding and support. (2) Grateful and optimistic thinking could be learned. Students with gratefulness felt happier, had better optimistic thoughts, and perceived more satisfactory and wellbeing in their lives. (3). It showed significant differences in enhancing students’ wellbeing after using digital picture books in the rural area. Finally, some conclusions and suggestions were provided for future researchers.