本研究旨在藉由繪本故事的聆聽與討論，輔以角色扮演等活動，進行幼兒「尊重、責任」品格教學之行動研究，並探討教師在行動研究中的專業成長。研究者為本研究之班級教師，研究參與者為大班幼兒25名，進行為期八週之實際教學。資料蒐集包括：教學省思札記、教室觀察紀錄表、協同教師回饋單、幼兒作品、好寶寶紀錄表、品格評量表等。本研究結果如下： 一、幼兒在尊重的表現有所進步：幼兒能了解尊重的意義，上課專心度及秩序顯著提升，待人有禮行為有進步，並瞭解嘲笑別人、欺侮別人是不對的行為。幼兒品格評量表也顯示幼兒在「尊重」的品格表現有顯著進步。 二、幼兒在責任的表現有所進步：幼兒能理解責任的意義，積極完成自己的課業及作品，做好老師交代的事，自理能力也有進步，然而幼兒在自我選擇的持續力仍有待加強。幼兒品格評量表顯示幼兒在「責任」的品格表現有顯著進步。 三、行動研究促進教師的教學省思與專業成長：教師從不同角度反省個人教學，並提升教師課程設計等專業能力。 根據研究結果，本研究對未來教學者及研究提出建議，作為繪本融入幼兒品格教育之參考。 This action research aimed to investigate young children’s character program about “respect and responsibility” by using picture books listening, discussion, role playing, and so on. It also explored the teacher’s professional development in the program. The researcher served as the classroom teacher. 25 young children participated in this research for eight weeks. Data included teaching reflection journals, classroom observations, co-teacher’s feedback sheets, young children’s artworks, character rating scale, etc. The results were as follows. 1. The young children improved their performance on respect：The young children knew the meaning of respect. They paid attention in the class, followed the rule, and improved their good manners. They learned to know that ridicule and bully were not right. The character rating scale also showed young children’s improvement in respect. 2. The young children improved their performance on responsibility: The young children knew the meaning of responsibility. They positively completed their assignments, artworks, and tasks from the teacher. They improved their self-management. However, their continuing strength in self-selection still needed to be strengthened. The character rating scale showed young children’s improvement in responsibility. 3. The teacher promoted her teaching reflection and professional development in action research: The teacher reflected on her personal teaching from different perspectives. She also enhanced her ability of curriculum design and others in profession. According to the results, the researcher provided suggestions for teachers and future research in the use of picture book in character education for young children.
