運用繪本教學改善幼兒分離焦慮之行動研究－以嘉義縣某國小附幼為例

NHUIR > College of Humanities > Department of Early Childhood Education > Disserations and Theses > Item 987654321/28939

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Title:	運用繪本教學改善幼兒分離焦慮之行動研究－以嘉義縣某國小附幼為例
Other Titles:	An Action Research on Using Picture Books to Improve Children Separation Anxiety--A Case of a Public Kindergarten in Elementary School in Chiayi County
Authors:	賴佳欣 LAI, JAI-SIN
Contributors:	幼兒教育學系盧绣珠 LU, HSIU-CHU
Keywords:	分離焦慮;繪本教學;情緒 separation anxiety;picture book teaching;emotions
Date:	2022
Issue Date:	2022-08-23 11:23:09 (UTC+8)
Abstract:	本研究旨在探討運用繪本教學改善幼兒分離焦慮之情緒。以行動研究法為主；研究場域為嘉義縣海洋國小附幼（化名），研究對象係白雲班之5位110學年度新生幼兒，幼兒年齡為4歲一位及3歲四位。本研究使用八本與上學相關的分離焦慮情緒繪本，運用共讀、問題討論及學習單操作的方式；並於研究過程中蒐集錄影、軼事觀察、課程省思、學習單、協同研究教師訪談及家長訪談等資料，進行三角驗證法探討運用繪本教學改善幼兒分離焦慮的情緒表現的改變情形。　　後將資料進行分析與整理。得到研究結果如下：一、幼兒在繪本教學介入後，提升情緒反應能力，能參照繪本角色的行為表現，運用在生活中。二、幼兒情緒覺察與辨識、表達及理解的能力表現，是有正向提升的；調節情緒的能力，需經成人引導。三、幼兒會與家長分享繪本教學的內容，並表達自己的心情與原因。四、在不同的學習活動中，幼兒會將自己學到的情緒經驗，運用在活動與個人感受中。五、以教師與家長評量表的結果觀之，呈現親師皆認為幼兒的分離焦慮情緒表現能力，是有提升的。　　The purpose of this study is to use picture books to improve children’s separation anxiety. The research is an action research and object participants were 5 children, one is four years old and four are three years old. in a case of a public kindergarten in elementary school in Chiayi country. This research used eight picture books about separation anxiety in school, and co-reading, question discussions, and learning sheets operations, were applied to conduct the study.During the research process,data was collected from videos, anecdotal observations, course reflections, learning sheets, collaborative teacher interviews, parents interviews. The triangular verification of the research data was used to explore the impact of picture books teaching to improve children’s emotional performance of separation anxiety.　　The results of this study are as follows:1.After children were involved in picture books teaching, their emotional responsed were improved, they could refer to the behavior of picture books characters and show them in their lives.2.The performance of children's emotional awareness and recognition, expression and understanding was positively improved; yet, the ability of emotional regulation needed to be guided by adults.3.Children shared the content of the picture books teaching,and expressed how they feel with their parents.4.In different learning activities, it was observed that children used the emotional experience they have learned in activities and personal feelings.5.The results of the teacher and parents assessment scale showed that children’s ability to express separation anxiety has been improved.
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