[[alternative]]Action Research on the Integration of Picture Book and Kindergarten Improve

[[abstract]] 本研究旨在以繪本融入於幼兒品格教育教學在幼兒園實施之成效，以「善念」、「勤勞」、「負責」、「感恩」、等 四 項 品 格 核 心 為 究主軸，以雲林縣一所幼兒園的大班生，其中男生5名、女生3名，等8名幼兒為研究對象，研究方法以行動研究為主，運用8本有關品格核心繪本，進行為期8週的品格繪本教學；探討幼兒經過繪本教學後，品格能力之表現情形，研究過程中資料蒐集包括：教學省思、教學實錄表、協同教師回饋單、幼兒學習單、幼兒作品及家長訪談紀錄表等，進行三角驗証來探討繪本教學對提升幼兒品格能力之成效。 研究結果發現： 一、幼兒在「善念」的表現有所進步：幼兒能瞭解善念的意義，當別人有困難時能主動幫助他人、關懷他人、有同理心及愛護校園中的植物、昆蟲。 二、幼兒在「勤勞」的表現有所進步：幼兒能瞭解勤勞的意義，在家或在園時都能主動幫忙打掃、整理環境、喜愛運動等行為上。但發現幼兒在主動學習的這個區塊上，仍需老師時常耳提面命提醒著，仍有進步的空間。 三、幼兒在「負責」的表現情形：幼兒能瞭解負責的意義，可以收拾自己玩過的玩具或文具用品、整理書包、答應過別人的事一定要做到、會主動照顧幼小同儕。 四、幼兒在「感恩」的表現情形：幼兒能瞭解感恩的意義，透過實際行動或卡片，來感謝照顧、幫助過自己的大人或同儕；建立環保意識、用實際行動來守護地球媽媽。 五、提升班級經營的氛圍：班級運用繪本教學，來提升孩子品格行為的建立，看到班上透過繪本教學的潛移默化的影響，營造出善念、勤勞、負責、感恩等氛圍，孩子也提昇對班級的認同感與凝聚力。 根據研究結果，本研究對未來教學者及研究提出建議，作為繪本融入幼兒品德教育之參考。[[abstract]] The purpose of this study is to integrate the picture book into the effect of the implementation of the teaching of character education in early childhood in preschool, with the main cores of ＂kind-thoughtful＂, ＂hard-working＂, ＂responsible＂, and ＂grateful＂. The 8 senior class students in the kindergarten in Yunlin County, including 5 boys and 3 girls, are the research subjects. The research method is based on action, and 8 picture books of characters' core are used to conduct the 8-week character picture book teaching. Discuss the performance of children's character ability after picture book teaching. The data collection in the course of research includes: teaching thinking, teaching record form, collaborative teacher feedback sheet, child learning form, children's work and parent interview records, etc. To carry out triangulation verification to investigate the effectiveness of picture books for teaching young children to enhance the ability of character. First, the performance of young children in the ＂kind-thoughtful＂ has improved: young children can understand the meaning of kind-thoughtful, when others have difficulties can take the initiative to help others, care for others, empathy and care for plants and insects in the campus. Second, the performance of young children in the ＂hard-working＂ has improved: young children can understand the meaning of hard work, at home or in the garden can take the initiative to help clean, organize the environment, love sports and other behavior. But found that for young children to actively learn, still need teachers often ear-to-ear reminder, there is still room for progress. Third, the performance of children in ＂responsible＂: children can understand the meaning of responsibility, they can pack their own toys or stationery supplies, organize their schoolbags, accomplish their promises when given, and will take the initiative to take care of young peers. Fourth, the performance of young children in the ＂grateful＂ situation: young children can understand the meaning of gratitude, through practical action or cards, to thank their adults or peers, to build environmental awareness with practical action to protect the earth. Fifth, improve the atmosphere of class management: class use of picture books teaching, to enhance the establishment of children's character behavior, and see the implicit influence of picture books teaching, to create an atmosphere of kind-thoughtful, hard-working, responsible, grateful, children also enhance the class identity and cohesion. According to the results of the study, this study makes suggestions for future teachers and research, as a reference for integrating the picture books into the moral education of young children