繪本閱讀教學以情緒教育主題為例

• Main Author: 林孟蕾
• Other Authors: 林文寶
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/96238382332727171015

碩士 === 國立臺東大學 === 兒童文學研究所 === 92 === Abstract This article is to explore how picture books apply to the reading instruction. Emotion education is the main issue in this research. The researcher chose six picture books as teaching materials and chose the grade 5 students of the researcher’s school to be the research subject. During the twelve-week reading instruction, directive reading discussion is the main teaching strategy and extensive activities were designed to go with the discussion. Finally, a drama-I become a fire dragon was performed at the end of this study. In order to understand the influence of text on children’s concept and daily-life habits, interview, activities, practice sheet, teaching observation, teaching reflection and class recording are the main data collection resources. First of all, the researcher hopes that this study can enhance more aspects for understanding of the teaching environments. Through each teaching reflection and information, this study can provide and adjust the researcher’s teaching strategy. Third, by means of emotion education implementation, this study can help with the students’ emotion quotient and emotion management ability. After the discussion of the research results, six conclusions and eight suggestions are proposed. Results of this study are as follows: (1) the picture book discussion instruction was attractive to children; (2) the discussion of picture books has counseling effects on children’s deviant behavior; (3) it is easier for children to see their problems and to understand themselves more through metaphoric language in the picture books; (4) picture book reading discussion instruction can enhance the peer relationships among classmates and improve class coherence; (5) students were more able to accept, be aware of their own feelings as well as those of others and their interpersonal relationships were improved; and (6) the professional authority employed by teacher and the explanation of discussion rules are very helpful to the discussion processes. With these findings in mind, this author proposes following suggestions: (1) teachers should enrich themselves with more professional competence in leading reading discussion; (2) experts in the field should be incorporated to conduct coordinated research; (3) studies in the future could employ more subjects for interviewing so that more comprehensive data would be collected; (4) the end of this study would be the beginning of a growth process; (5) the implement of affective education should be accompanied with parental education; (6) when delivering affective education, the homeroom teacher can assign students affective diaries as their homework; (7) the arrangement of instructional activities should be concrete and without too much verbal explanation so that students would be directed by their feelings aroused by the activities and would understand more; and (8) counseling techniques should be employed at the same time to help students to manage their emotional problems. Keywords: emotion quotient, emotion management, reading instruction, themes of emotion education