[[alternative]]A Study of Using Picture Book Teaching to Improve Young Children's Prosocial Behaviors

[[abstract]] 本研究之目的在探討教師運用繪本教學提升幼兒利社會行為之學習成效。採準實驗研究。研究對象為台北市私立幼兒園16位幼兒，小班7位、中班9位。研究者依據文獻探討歸納設計，進行十二週的利社會繪本教學活動，本研究所使用的量測工具為趙恕平（2007）編擬的「幼兒利社會行為評定量表-教師版」及黃雯蕾（2012）修改「幼兒利社會行為家長評定量表-主要照顧者」作為前、後測的測量工具，過程中運用教師、家長訪談表，時間觀察記錄表、家長利社會學習單、錄影等方式搜集資料，配合研究目的加以分析、詮釋與整理。 研究結果發現如下： 一、繪本教學介入後在園所關懷、分享、幫助、合作利社會行為顯著提升; 二、繪本教學介入後，在園所男生前、後測差異表現利社會行為四個類型皆優於女生 ; 三、繪本教學介入在家中分享行為顯著提升 ; 四、繪本教學介入後，在家中女生前、後測差異表現利社會行為四個類型皆優於男生 ; 五、繪本教學後，幼兒在園所增進利社會（關懷、分享、幫助、合作）的認知外，進行思考、討論及合作解決問題，在學習區與同儕建立友好關係及學習樂趣，出現更多口語表達與合作行為，進而提升其能力 ; 六、繪本教學後，幼兒在家中關懷、分享、幫助、合作行為的表現上，幼兒出現較多的主動性行為、次數、行為難度也增加。[[abstract]] The purpose of this study is to explore the effect of picture-book teaching on improving young children’s learning of prosocial behaviors. A quasiexperimental design was employed, and the research participants were 16 young children from a private preschool in Taipei City. Among the participants; 7 of them ranged from 3 years old to below 4 years old, and 9 were from 4 years old to below 5 years old. Based on a literature review, the researcher conducted a 12-week prosocial behavior teaching activity using picture books. These children’s prosocial behaviors were measured using a protest and a posttest based on Chao’s （2007） preschooler prosocial behavior scale for teacher and Huang’s（2012）young children prosocial behavior scale for parents （primary caregiver). During the research process, the researcher also collected data by using a teacher interview form, a parent interview form, a time-based record form, a parent’s prosocial behavior worksheet, and video recordings. The data were analyzed, interpreted, and organized according to the research objectives. This study revealed the following results. After the picture-book teaching intervention: I. The prosocial behaviors of caring, sharing, helping, and collaboration at the preschool significantly increased. II. The pretest–posttest differences revealed that male participants outperformed female participants in all 4 prosocial behaviors at preschool. III. Participants’ sharing behavior at home significantly increased. IV. The pretest–posttest differences revealed that female participants outperformed male participants in all 4 prosocial behaviors at home. V. The participants increased their understanding of prosocial behaviors （caring, sharing, helping, and collaboration） at preschool and engaged in thinking, discussion, and collaboration to solve problems. In the learning area at the preschool, they established friendly relationships with their peers and had fun learning. They showed more oral expressions and collaborative behaviors, and their overall social skills were improved. VI. Participants engaged more proactively and frequently in more difficult prosocial behaviors at home for all 4 types of prosocial behaviors