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題名：探究生氣繪本情緒文本內容對於幼教師情緒言談之影響
書刊名：課程與教學
作者：翟敏如 引用關係
作者(外文)：Tsai, Min-ju
出版日期：2015
卷期：18:2
頁次：頁27-43
主題關鍵詞：生氣繪本；教師；情緒言談；情緒文本內容；Anger-laden storybooks；Teachers；Emotional language；Emotional contents
原始連結：連回原系統網址new window
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本研究目的為探討生氣繪本內的情緒文本內容對於幼教師情緒言談之影響，研究對象為12位幼教師及291位大班幼兒，蒐集的資料為36次師生共讀不同生氣繪本的錄音檔，由助理將錄音資料轉為逐字稿，再依照過去文獻建立情緒言談編碼架構，同時分析三本生氣繪本的情緒文本內容及幼教師的情緒言談表現，研究結果發現（1）儘管三本繪本主題為生氣，但每個繪本的情緒文本內容類別比例卻不同；（2）發現標示情緒的情緒文本內容類別在整體生氣繪本的情緒文本內容比例偏低；（3）教師在整體情緒言談、情緒原因、情緒結果及情緒介入的情緒言談類別於生氣繪本呈現顯著差異，但在標示情緒的情緒言談類別，則未呈現顯著差異。最後依照本研究結果提出情緒繪本選用及教師實施情緒言談的相關建議，作為未來實施幼兒情緒教學的參考。
The purposes of this study were to examine the effects of emotional contents of anger-laden storybooks on emotional language of kindergarten teachers. With 12 teachers and 291 kindergartners recruited, thirty-six sessions of teacher-student shared reading were recoded, transcribed, coded, and analyzed. The results showed that (a) even though the theme of three books is anger, the percentages of emotional contents in the storytexts are different; (b) the percentage of emotional label in contents is low; (c) the emotional words read by the teachers, including overall emotional words, the emotional cause, the emotional result, and the emotional intervention were significantly different among the books, except the emotional label. Suggestions are offered and discussed for teachers upon their selection of emotion-laden storybooks and choices of using emotional language to facilitate young children's emotional learning.
期刊論文
1.Fisher, D.、Frey, N.、Lapp, D.(2008)。Shared reading: Modeling comprehension, vocabulary, text structures, and text features for older readers。The Reading Teacher，61(7)，548-556。  new window
2.Beck, I. L.、McKeon, M. G.(2001)。Text talk: Capturing the benefits of read-aloud experience for young children。The Reading Teacher，55(1)，10-20。  new window
3.Shine, S.、Roser, N. L.(1999)。The role of genre in preschoolers' response to picture books。Research in the Teaching of English，34(2)，197-254。  new window
4.Symons, D.、Peterson, C.、Slaughter, V.、Roche, J.、Doyle, E.(2005)。Theory of mind and mental state discourse during book reading and story-telling tasks。British Journal of Developmental Psychology，23(1)，81-102。  new window
5.吳心楷、宋曜廷、簡馨瑩(20101200)。錄影分析在教育研究的應用。教育科學研究期刊，55(4)，1-37。new window  延伸查詢new window
6.翟敏如(20140600)。分析情緒繪本於幼兒情緒學習之應用與限制。人文社會學報，10(2)，89-111。new window  延伸查詢new window
7.趙金婷(20090400)。學前幼兒分享及萌發閱讀之外加內容探究。教育研究學報，43(1)，165-193。new window  延伸查詢new window
8.Cervantes, C. A.、Callanan, M. A.(1998)。Labels and explanations in mother-child emotion talk: Age and gender differentiation。Developmental Psychology，34(1)，88-98。  new window
9.Curenton, S. M.、Craig, M. J.、Flanigan, N.(2008)。Use of decontextualized talk across story contexts: How oral storytelling and emergent reading can scaffold children’s development。Early Education and Development，19(1)，161-187。  new window
10.Denham, S. A.、Sharon, A.(1995)。Mother-child dialogue about preschoolers’ emotions and preschoolers’ emotional competence。Genetic, Social & General Psychology Monographs，121(3)，313-340。  new window
11.Dunn, J.、Brown, J.、Beardsall, L.(1991)。Family talk about feeling states and children’s later understanding of others’ emotions。Developmental Psychology，27(3)，448-455。  new window
12.Dynia, J.、Justice, L. M.、Pentimonti, J. M.、Piasta, S. B.、Kaderavek, J. N.(2013)。Text features and preschool teachers’ use of print referencing。Journal of Research in Reading，36(3)，261-279。  new window
13.Howe, N.、Rinaldi, C. M.、Recchia, H. E.(2010)。Patterns in mother-child internal state discourse across four contexts。Merrill-Palmer Quarterly，56(1)，1-20。  new window
14.Laible, D.、Song, J.(2006)。Constructing emotional and relational understanding: The role of affect and mother-child discourse。Merrill-Palmer Quarterly，52(1)，44-69。  new window
15.Price, L. H.、Bradley, B. A.、Smith, J. M.(2012)。A comparison of preschool teachers’ talk during storybook and information book read-aloud。Early Childhood Research Quarterly，27(3)，426-440。  new window
16.Price, L. H.、Kleeck, A. V.、Huberty, C. J.(2009)。Talk during book sharing between and preschool children: A comparison between storybook and expository book conditions。Reading Research Quarterly，44，171-194。  new window
17.Racine, T.、Carpendale, J. I. M.、Turnbull, W.(2007)。Parent-child talk and children's understanding of beliefs and emotions。Cognition and Emotion，21(3)，480-494。  new window
18.Scharer, P. L.、Lehman, B. A.、Peters, D.(2001)。Pondering the significance of big and little or saving the whales: Discussions of narrative and expository text in fourth- and fifth - grade classrooms。Reading Research and Instruction，40，297-314。  new window
19.Tower, C.(2002)。It's a snake, you guys!: The power of text characteristics of children’s responses to information books。Research in the Teaching of English，37(1)，55-88。  new window
20.Ziv, M.、Smadja, M.-L.、Aram, D.(2013)。Mothers' mental-state discourse with preschoolers during storybook reading and wordless storybook telling。Early Childhood Research Quarterly，28(1)，177-186。  new window
21.Ziv, M.、Smadja, M.-L.、Aram, D.(2014)。Mothers’ and teachers’ mental-state discourse with preschoolers during storybook reading。Journal of Cognitive Education and Psychology，13(1)，103-119。  new window
22.Zucker, T. A.、Justice, L. M.、Piasta, S. B.、Kaderavek, J. N.(2010)。Preschool teachers’ literal and inferential questions and children’s responses during whole-class shared reading。Early Childhood Research Quarterly，25(1)，65-83。  new window
23.林敏宜、簡淑真(20111200)。幼兒心智言談研究及其對教育的啟示。幼兒教育，304，43-55。  延伸查詢new window
24.Garner, P. W.、Jones, D. C.、Gaddy, G.、Rennie, K. M.(1997)。Low-income Mothers' Conversations about Emotions and Their Children's Emotional Competence。Social Development，6(1)，37-52。  new window
25.Ontai, L. L.、Thompson, R. A.(2002)。Patterns of attachment and maternal discourse effects on children's emotion understanding from 3 to 5 years of age。Social Development，11(4)，433-450。  new window
26.Brown, J. R.、Dunn, J.(1992)。Talk with your mother or your sibling? Developmental changes in early family conversations about feelings。Child Development，63(2)，336-349。  new window
研究報告
1.何祥如(2011)。閱讀研究議題七：幼兒階段訊息性文本使用情形之探究 (計畫編號：NSC 97-2410-H-153-009)。嘉義：國立嘉義大學幼兒教育學系。  延伸查詢new window
圖書
1.Crary, J.、林玫君(2003)。我好生氣。臺北：心理。  延伸查詢new window
2.Spelman, C. M.、蔡忠琦(2010)。我好生氣。臺北：天下雜誌。  延伸查詢new window
3.Robberecht, T.、簡伊婕(2010)。家有生氣小恐龍。臺北：大穎文化。  延伸查詢new window
4.Macklem, G. L.(2008)。Practitioner's guide to emotion regulation in school-aged children。Springer。  new window
5.Tompkins, G. E.(2010)。Literacy for the 21st century: A balanced approach。Boston：Allyn & Bacon。  new window
圖書論文
1.Dickinson, David K.(2001)。Book reading in preschool classrooms: Is recommended practice common?。Beginning Literacy with Language: Young Children Learning at Home and School。Brookes Publishing。  new window
2.Thompson, J. E.、Twibell, K. K.(2009)。Teaching hearts and minds in early childhood classrooms: Curriculum for social and emotional development。Handbook of child development and early education: Research to practice。New York：Guilford Press。  new window
3.Vukelich, C.、Evans, C.、Albertson, B.(2003)。Organizing expository texts: A look at possibilities。Literacy and young children: Research-based practices。New York, NY：Guilford Press。  new window
4.Snow, C. E.、Sweet, A. P.(2003)。Reading for comprehension。Rethinking reading comprehension。New York, NY：The Guilford Press。  new window
 
 
 
 
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