The Action Research on the Application Picture Books to Improving Preschool Children's Empathy Behavior

• Main Authors: CHANG, HUI-JU, 張慧如
• Other Authors: CHENG, BEI-SHIAN
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/5w5vzj

碩士 === 國立臺北教育大學 === 生命教育教學碩士學位班 === 106 === Abstract This study is an action research aiming to improve children’s empathy behavior with picture books and explored the possibility and effects of this method. A 8-week course with 24 sessions was provided to the research subjects: the children from the class taught by the researcher. Based on the literature review, this study focused on four behaviors, including caring, respecting, sharing, and collaborating. The course was designed with picture books being the core while diversified teaching strategies were applied. The research data were collected using the research tools including the self-report questionnaire designed by the research, the learning form, the parent feedback form, the learning evaluation form, the records from observations and interviews, and the teaching journals. According to the data analysis results, the following conclusions were drawn: 1. Providing a course designed with picture books could effectively improve preschool children’s empathy behavior. 2. During the implementation of this course, when there was a teaching related problem, adjustments were made based on observations and reflections to effectively solve it. 3. The course designed with picture books could help improve the preschool children’s empathy behavior and even their learning achievements. 4. Through developing this course with picture books, the researcher’s professional knowledge and personal empathy were improved. Lastly, based on the research findings, this study proposed the following suggestions: 1. When designing a course to teach preschool children empathy behaviors using picture books, the teaching theories should be included as a part of the basis. 2. An empathy behavior course should be integrated with existing courses in terms of teaching in order to provide diversified activities for children to learn. 3. An empathy behavior course should focus more on developing preschool children’s perception, awareness, self-control, and regulating capability. 4. After the concept of empathy behavior is built, it is also essential to spend a long time on observation and guidance to successfully implement the concept in daily life. 5. If parents and teachers can work together to help develop preschool children’s empathy, children’s empathy behavior can be improved.