本文從符號互動論觀點，探究幼稚園教師實施讀經教學後，對班級中人、事、物的互動，並對幼兒情緒能力產生影響之情形。本研究試著從完全的觀察者角度切入，以一個私立幼稚園大班為實例，探討該班級在實施讀經教學前後幼兒情緒能力之轉變情形。透過班級觀察與訪談資料的綜合分析，結果發現：（一）實施讀經教學塑造優質的幼兒情緒教育基礎。（二）實施讀經教學後，幼兒由哭鬧變成歡喜來上學。（三）實施讀經教學後對幼兒情緒能力有正向積極的影響，從培養情緒之覺察、學習情緒之表達、瞭解理性信念與非理性信念之取捨、領悟負向情緒之處理、增進目標之達成、體會衝動之克制、覺察他人情緒之變化、落實同理心之應用、學習衝突之處理、建立和諧的人我關係方面之師生互動、同儕互動、及親子互動情形可發現此影響。根據上述結論，提出反思及建議。 From the perspective of symbolic interactionism, the author addressed the influence on the interaction phenomenon of the people, things, and matters in the classroom and the impacts on the emotional competence of young children after the kindergartener applied Reading Chinese Classics Teaching（RCCT）in this paper. The researcher tried to explore the change in the emotional competence of young children whether the top class in a private kindergarten applied RCCT from the perspective of an complete observer. Synthesizing the analysis data of interviews and classroom observation, the author listed the following results of the research:1.The excellently emotional education base of young children were molded by the application of RCCT.2.Young screaming children became to like to go to school after the application of RCCT.3.The influence on the emotional competence of young children was positive by the application of RCCT, including the teacher-student, classmate-classmate, and parent -child interaction phenomenon in the aspects of cultivating the awareness of emotion, learning the expression of emotion, understanding the choice between rational belief and irrational belief, comprehending the management of negative emotion, promoting the reaching of objects, realizing the control of impulse, perceiving the change of other’s emotion, fulfiling the application of sympathy, learning the management of conflict, and establishing the harmonically interpersonal relationship.Based on the above conclusions, the author proposed the introspection and advices.
