其實我懂你的心 ---以繪本探究幼兒『同理心』...
Transcript of 其實我懂你的心 ---以繪本探究幼兒『同理心』...
-
---
-
---
-
I
---
2008.8.13
-
II
-
III
The action research of children's empathy by the using of the picture books
Ling-Ju, Lin
Abstract
The purpose of this research is to study the effects on childrens education by using of picture books which have an empathetic theme. Using picture books in teaching and education can enhance and foster childrens abilities on kindness, tolerance, respect for others, and also help children to establish good interpersonal relationships.
Research subjects were twenty-eight preschool children, five or six year old, in the kindergarten subsidiary of an Elementary School in Taichung. Children chose nine picture books as texts they wished to study more completely. All texts featured empathy as a theme. Then, the children went through the texts looking for themes of kindness, tolerance, and respect.
The activities of studying the picture books were closely matched the content of regular courses in school. The conclusions are based upon the analysis from discussions with the research subjects, followed a comparison between the pre- and post-tests taken by the children, and a report of the change of behavior exhibited by those students after using the picture books. The data collected lead to three major conclusions. First, it was proven that children have the ability to empathize. Second, the behavioral aspects of kindness, tolerance, and respect were positively influenced by the teaching activities of empathetic-themed picture books. It is assumed that thoughts were also influenced because thoughts precede actions. Third, the empathetic-themed picture books also promoted interest in reading.
Due to the conclusions of the research, suggestions are provided for teachers and references. Those suggestions are also provided to facilitate the future study of the effect of empathetic-themed picture books on the behavior of young children. keyword Empathy, Kindness, Tolerance, Respect,
Picture Book
-
IV
1
1
8
10
13
16
16
36
44
50
55
57
57
59
62
64
77
79
80
80
93
102
104
105
105
130
154
-
V
180
180
183
187
195
~1 195
~2 196
~3 197
198
199
~1 200
~2 201
~3 202
~4 203
~5 204
~6 205
~7 206
~8 207
~9 208
~1 209
~2 210
~3 211
-
VI
~1 212
~2 213
~3 214
~1 215
~2 216
~3 217
-
VII
2-1-1 33
2-4-1 53
3-2-1 59
3-2-2 60
3-2-3 61
3-3-1 62
3-4-1 66
3-4-2 67
3-4-3 75
3-4-4 76
4-2-1 93
5-1-1 / 127
5-2-1 / 152
5-3-1 / 178
-
1
(2006)
1997
15.07 2004 9.602005 9.06
32 6,000 21 7,600 20 5,800
1.1 (http://www.tri.org.tw/induCtry/review2.php?id=1)
-
2
()
2007 7 23
-
3
()
1.
----
---
-
4
2.
-
5
---
3.
10
-
6
---
(1994) Piaget
(0-2 )(2-7
-
7
)(7-11 )(11 -)(P178)
(egocentriCm)(preoperationalCubperiod)
-
8
.
1.
2.
3.
4.
-
9
1.
2.
3.
4.
-
10
---
---
-
11
---
...
---
-
12
-
13
(2007)
einfuhlung
LippC 1987
(p119)
(1986)
(empathy)empatheia"em"(in
into)"patheia" pathy
Kartz(1897)
Einfuhlung
Kartz
1937
1959
-
14
(1998)
(P475)
(1997)
peer relationC
(P95)
(1991)
peer
(P359)
---
-
15
0-8
Andrew P. Johnson //2006
P27
Richard D. Parson & Stephanie Lewis Hinson & Deborah Stardo-Brown
2002
P24-37
-
16
(1998)
(empathy)(1)
(2)(
)
(P226)
(1998)
-
17
(Cympathy)
(P640)
1995---
(P9-10)
(2006)
Truax Carkhuff(1967)
(P29)
Brill (2004) Thinking Outside the box: Imagination and Empathy beyond
Story writing
-
18
(P84)(1999)
(P55)
---
()
(2006)
Hoffman(1984)
(P31)
1995---
Fechbach(1978)---
(P11)
(1986)(Dymond,1949)
-
19
(Chelton,1969)(Hogan,1975)
(P32)
(1995)---Hoffman
1984
(1)(reactive newborn cry)
(2)(perCon permanence)
(3)(perCon permanence)
(P10-11)
(4)
-
20
()
(1986)
(Ctewart,1956)(Chaw,1969)(Brewer,1974)
(P32)
(1991)(FeChbach)(1982)
(P58-59)
(2006)
CareyFoxCpragginC(1998) DaviC(1980)
(P32-34)
1.
2.
3.
4.
-
21
5.
6.
( P31)
(1994)
(P404-406)
E. Jerry PhareC//(1997)
---
( BaCton, Duncan, Ackerman, Bruckley, and
Brich,1981)
(P662-663)
-
22
(2006)Hoffman(1993)
(P31)
(1998)
WilliamC(1996)(Kindness)
(Tolerance)(Respect)(Service to others)
(1)
Muller(1971)
(2)
(3) Egan, G.//(2001)
(P74-75)
(4)
-
23
---
Linda K. William (1996)Caring and Capable kids : An Activity Guide for
Teaching Kindness, Tolerance , Self- Control and Responsibility.
(Kindness)(Tolerance)(Respect)
(Service to others)(Responsibility)(Self-Control)(Peer
Pressure)(Ethical Decision Making)(P3)
-
24
(1)
Piero Ferruci//(2006)
(P18)
(2005)
Linda K. Williams (1996)Caring and Capable kids : An Activity Guide
for Teaching Kindness, Tolerance , Self- Control and Responsibility. ---
:
, ,
,,
,
, (p32)
Piero Ferruci//(2006)
(P7-8)
-
25
(2)
(1998)
(P454)
(2005)(P287)
Gerald G. JampolCky, M. D. //(1988)
---
-
26
(P52 )
&/&/
2005
P270-271
, , ,
(3)
Piero Ferruci//(2006)
(P173-183)
(2005)
-
27
(P35)
WilliamC, L.K.(1996). Caring and Capable kids : An Activity Guide for
Teaching Kindness, Tolerance , Self- Control and Responsibility.
(p74-77)
&/
&/2005
(P226-227)
-
28
3
Rollo May (1991)---
(P74)
-
29
(2006)
(P30)
(1999)
RogerC 1980 (Ctate)
(proceCC)
(P302)
(empathy)
(1991)
(Keefe)
(1)(CtimuluCpercepbion)(2)(affective
reverber action)(3)(cognitive mediation)(4)
-
30
(P59)
(1991) Hoffman
(P59-60)
(1) (Global Empathy)
(2) (Egocentric Empathy )
(3) (Empathy for another's feelings )
-
31
(4) (Empathy for another's life condition)
(1986)
2-1-1 (---P231)
1
Ex Em
(
)
2
Ex Em
3
Ex Em
4
Ex Em
5
Ex Em
: Ex: Em:
-
32
1
2
3
4
5
2 (P231)
(2007)
RogerC
(1)
(2)
(3)
(P120)
(1990) Carkhuff(1969)
-
33
Egan(1986)
(Inner Frame of Reference)
(P45)
()
Dunn(1991)
(p112)
-
34
2006
(P256-257)
(1997)
(P115)
-
35
1998
(P26)
-
36
12
(P1)
---
(P27-28)
Lilian G. Katz and Diane E. Mc Clellan / /
(2003)
(P3-9)
(1991)
-
37
(P357)
(1997)
(P151-152)
(1997)
1.
2.
3.
-
38
4.
(P95-100)
(2006)
()
()
-
39
()
()
(P141-143)
(2006)
34
(P47)
(P153)
-
40
(1994)
(W. W. Hartup)
(P16)
Patricia G. RamCey//(2001)---
(P27-28)
(1997)
-
41
(P22-25)
(2006)
Carl RogerC
(P29)
-
42
-
43
(2004)1984~2000
(P72)
(2002)(P6-7)
(2002) (P100)(2004) (P45)
0-8
(2004)(P40)(2002) (P98)
(
-
44
)
(2006)
Picture Book
IlluCtrated
Book---(P12)
(1989)P8-11(2003)
(P107-114)(2004) 1984~2000
(P63)(1997)
---(P3-5)
1.
2.
-
45
3.
4.
5.()
6.
7.
-
46
(2004)
(P6-6)
-
47
(1945~1998) 100
1. 2.
3. 4.
(P199)
(2001)
:
(P10)
(1998)
(P473)
(1989)
(P33-36)
-
48
-
49
1997 1960
(Theory of
Reader-Response)(P4-5)
(P14-15)
(P32)
-
50
(P7)
Terry Eagleton//(1998)
(P103-104)
(2001)
(P30)
(P33)
-
51
------
(1996)
(RoCenblatt)
(P9-12)
------
-
52
2-4-1
1988
(P14-15 )
2003
4-6
(P6-7)
2005
1. 2.
3.
4. 5.
6.
2004 1.
-
53
-
2.
2004
-
54
(1996)---
(P166)
-
55
Lilian G. Katz and Diane E. Mc Clellan
(2003)
(P5-14-P5-15)
-
56
JameC McKernan// ---
2004
---P48
---
(2003)
-
57
(P317)
(action)(reCearch)
(2002)
(P49-51)
(2005)(1)
(2)
(3)(4)(5)
(6)(7)
-
58
-
59
51 8
91 1 11 1
95 8
3-2-1
-
60
----
15 13 28 3 1
2
97 1 1 ~ 1 18
&
97 2 6
3-2-2
/
1/01~1/18
/15~3/15
3/16~4/19
-
61
4/20~5/31
6/01~6/30
3-2-3
7:40 ~ 8:20 : &
8:30 ~ 9:00
9:00 ~ 9:50 &
9:50 ~ 10:30
10:30 ~ 11:00
11:00 ~ 11:30
11:30 ~ 11:40
11:40 ~ 12:30
12:30 ~ 12:40
12:40 ~ 14:20
14:20 ~ 14:30
14:30 ~ 15:00
15:00 ~ 15:50 &
15:50 ~ 16:00 !!
-
62
()()()
3-3-1
---
(2006)
-
63
(P13)(1998)
P196-198
~1
~2~3
()
()
()
-
64
()
1.
2.
3.
-
65
(1)(2)(3)
()
( 3-3-1)
3-4-1
-
66
---
1
2.
-
67
3.
()
.
(2006)
(P18)
3-4-2 P18
---
-
68
power point
Power Point
Power Point
-
69
------
-
70
2.()
(1996)
(P140)
/
-
71
//(2001)
(P36)
2000
P27-32
(1)
(2)
30
-
72
(1)
(2)
(3)
(4)
(5)
(6)
-
73
()
1.
2.
()
.
(1)
(2)
-
74
(3)
(4)
(5)/
2.
(2004)(1)
(2)(3)(4)(P375-391)
(1)
-
75
(2)
(3)
(4)
3- 4-3
--- C
C1 1
--- T
---970101
()
()
3- 4- 4
-
76
/
-
77
---
96 97 2
97 6
-
78
-
79
-
80
..
.
1995 1
1.
---
2.
---
3.
-
81
2004
P176
/
2001 12
1.
---
2.
-
82
3.
/
1996 12
1.
---
-
83
2.
3.
/
2005 10
-
84
1.
---
2.
3.
-
85
/
2000 2
1.
---
2.
3.
-
86
2006 3
1.
---
2.
3.
---
-
87
1993 7
1.
---
2.
-
88
3.
-
89
1994 11
1.
---
2.
3.
-
90
2003 08
1.
---
2.
-
91
3.
-
92
4-2-1
1.
2.
3.
1.
2.
3.
-
93
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
-
94
-
95
-
96
3-3-1
-
97
1.
2.
1
2
-
98
1
1
~
-
99
2
3
-
100
---
1
2
-
101
3
---
-
102
1. 2. 3.
-
103
1. 2.
3.
---
---
---
-
104
-
105
5
C1
C16
C2
-
106
()
C5
C12
C12
C7
C1
C13
()
-
107
C20
C15
C14
C3
C6
C8
C12
C22
C15
C4
()
2005
P3- 4
-
108
C3
C3
---
C14
C7
C2
C3
C9
C13
()
-
109
1.
-
110
2.
970220
11:15 C27 C5
C27
C23 C27 C5
C27
C27C27 C5
970221
11 C24 39
C24 C24
C24
C2 C24
C13 C24
-
111
C3C24 C4 C4C24
C15C4 C24
C
C6C4 C24
970225
3:00
C28
3.
970221
C14
Hello Kitty
-
112
C14
C11
C14
C14
C11 C11 C11
0.1
C14 C11
C11 C14
C14 C14
C11
-
113
970221
C13
C15 C13 C13
C13
C13
C15
C15
C13 C13
C13
C13
C15
970222
970225
3~5
-
114
970225
()
C24
C19
C27
C5
C2
-
115
C6
C7
C2
C7
()
C16
C2
C16
C14
-
116
C1
C1
C19
C1
C13
C14
()
1.
a.
(C11)
-
117
(C20)
(C3)
b.
(C18)
(C10)
(C8)
(C24)
c.
(C21)
(C15)
d.
(C19)
(C12)
(C27)
(C26)
()
2.
970305
2:40 C26 C26
5
C13
C13 C26 C13
C26 C26 C13
C26 C26 C13
-
118
970307
920C3
C22C16 C3 C22
C3 C22
C22
970310
840 C25
C25 C25 C25
C28 C25 C25 C25
3.
970305
-
119
970306
970310
---
C2
C22
C2
-
120
C5
C11
C13
C19
C14 party
C5
C22
C25
C11
C11
()
-
121
C3
C10
C16
C5
C18
C6
C7
()
C22
C2
C16
-
122
()
C14
()
C17
C10
-
123
C8
C9
1.
2.
970314
12:25
C3 C3
C3 C3
-
124
970317
9:30 C11 C28 C28
C28 ---
C11 C28
C28 C28 C28
970320
24 16
C20 C18
C18 C18
C20
C18
3.
970314
-
125
970318
C15
C15 C15
C14
C7
970319
-
126
/
1.
(
)
C26
()
(1997)
(p18)
(1997)
-
127
(p21)
C26
C26
970320
(~1)
/
5-1-1 /
-
128
1. 22 25 5 3 1 0
2. 3 1 13 4 10 23
3. 2 0 11 9 15 19
4.
2 0 8 7 18 21
5.
23 26 5 2 0 0
1.()
2.(
)3.
()
4.
(
5.
2.
-
129
-
130
C9
C17
C4
C14
C25
C19
C7
C15
C6
C14
-
131
C14
C1
C2C13 C15
C13
C2
C14
C12 C14
C14
C2
C3
C7
C14
C22
C25
-
132
C20
()
2005
(p11)
1.
-
133
()
2.
970323
C14
C15
C15 C14
C15 C15
C14
C15 C14
-
134
C14
C14 C15 C14
C15 C14 C15
C14 C14
C15
C15 C14 C14
C15 C15 C15
C14 C15 C14
970327
C18
C18 C23
C23 C18 C23 C23
C23 C18 C23 C18 C18
C18 C18
C23 C23 C23
C23 C18
C18 C23 C18 C18 C23
-
135
970402
C11
C11 C11
C5 C11
C7 C11
C22 C11
C11 C11
C22
C22C5C7 C11
C5 C7 C22 C11 C11
C22 C11
C11 C11
C11
3.
970328
-
136
970403
-
137
C5
C3
V
C22
()
C2
80
C27
C11
-
138
C17
C6
C26
C1
C7
C14
()
C3
C7
-
139
C9
C15
C14
C1
C21
()
C4
C10
C12
C15
()
-
140
C5
C17
C22
()
1.
-
141
2.
970407
9:50 ---C11
C13
C11 C11
C13 C11 ---YAC13
C11
C13 C13
C11
C11 C11 C13
970409
C18
-
142
C18 C23
C23 C18 C23 C23
C23 C18 C23 C18 C18
C18 C18
C23 C23 C23
970414
11:00 C9
C9
C22 C9 C22 C9
C9
3.
970408
970409
-
143
-
144
C3
C15
C20
C22
C14
C5
()
C20
C3
C15
C3
C15
C5
C22
C3
C3
C18
-
145
()
C16
C1
C14
C6
C2
C25
C7
C17
C2
C20
-
146
C13
()
2005
------
P138
1.
-
147
-
148
2.
970421
C28 C3
C28
C15 C28 C3
C28 C28
baby baby
C28
C28
2005
P22
C3 C28 C28 C15 C3
-
149
C28 C28 C28
C28
970424
C13
C13 C3
C13
C13 C13
C3 T-Chirt
C3
C13 C13
C3 C3
970428
C6
C6
C6
C6
C6
3.
-
150
970424
C3
C4
C15
970425
C4
C4
C4
10
C4
QQ
C4
970429
-
151
/
1.
(
~2)
5-2-1 /
1 18 7 6 20 4
4 1 16 4 8 23
-
152
6 2 15 5 7 21
0 0 4 2 24 26
9 2 13 3 6 23
2.
-
153
-
154
C11
C23
C16
C3
C7
C13
C1
-
155
C1
C12
C16
C20
C4
C19
C24
C11
C1
C16
C3
C20
C2
C9
C25
2004
Miller1996 4-5
-
156
P165-1662008
--- P31
1.
C17
C12
C25
C7
C23
C9
-
157
C22
C2
C8
C3
C25
C4
C3
C1
C20
2.
970506
C18
C18
C18 C18
C18
C18
C18 C12
C18
C18
C10
-
158
C18
2005
P14
C12 C18
C12 C18 C18
C12 C18 C18
C18
970507
C23 C23
C15
C23 C15
C14
C14 C23 C15
-
159
C23 C15
970508
10:10
C8
C17
C17 C8
C17 C8 C8
C8
C8 C17
C17 C8
C17
970509
C13
C13
------
C11
C11
-
160
C11
C11
3.
970506
970508
-
161
C7
C4
C13
C3
()
---
-
162
C1
C20
C15 C20
C10C15
C5
C9
()
---
C1 C20
C5 C9
C3
C22 C11 C11
-
163
C11
C17 C11
()
C11
0.01~0.03
C11
C11 C11 C11
C17
C11
C11 C11 C11
C2
C9
-
164
C18
C6
C20
C3
C10
()
---
-
165
1.
2.
970513
C24 C24
-
166
C24
C19 C24 C24
C24 C5
C24 C24 C24
C5 C24
C24 C24
C19 C24
C24 C24
970519
800 C28 12
C28
C28 C28
C28
C28 C1
C28 C28 C28 C28
C1 C28
C28
C28
C1 C28 C1
-
167
C3
970521
----
C11
C7 C11----C11
C7
C7 C11 C11 C11
C11
C11
3.
970515
970520
-
168
------
C13
C2
C1
C7
C27
C24
C19
C1
C2
-
169
---
C15
C17
()
C5
C11
C12
C15
C17
-
170
C20
C7
C9
C1
()
2001
P46
C9
C8
C15
C10
C7
()
-
171
C16
C28
C22
C19
C11
C15
C9---
C11
-
172
()
1.
-
173
2.
970523
C3 C13 C13
C13
C3
C13 C13
C13C13
C3
-
174
C3 C13 C13 C3
C3 C3
970527
10:00C27 C26 C26
C22
---
C26
-
175
C27 C26
970530
1000
C20 C27 C19
C20
C19 C27
C12 C20
C20 C27 C19
C27 C19
C20
---
970528
S27 S26
S26
-
176
S22
--- S26
S27
S26
970528
C6
C15 C15
C15 C15
C6
C6C6
3.
970526
-
177
970528
970530
---
C9 C4
C9 C4 C4
C4 C9
C4 C9
C4 C9 C9
C9 C4 C9 C9 C9
C9 C9 C4
C4
-
178
1.
(~3 )
5-3-1 /
3 1 16 9 9 18
1 0 9 7 18 21
3 0 7 5 18 23
4 1 9 9 15 18
0 0 4 3 24 25
-
179
2.
-
180
1.
2.
3.
1.
2.
1.
-
181
2.
3.
4.
5.
1.
2.
3.
1.
-
182
2.
3.
1.
2.
-
183
1.
2.
-
184
3.
1.
2.
3.
-
185
1
2
3
4.
5.
1.
2.
-
186
3.
4.
()()
5.
2006 4
1998 6
1998 3
-
187
2002 1
2000
10
1996 6
2006 9
2006 9
1989 7
2004 10
2004
3
2003 10
1990 4
2005 3
2001 12
1997 3
2005 10
2005 12
-
188
2004 10
2008 1
1996 9
1994 9
1997 3
1997
2001 10
Andrew P. Johnson //
2006 10
E. Jerry PhareC//
1997 10
Gerard Egan//
2001 1
Gerald G. JampolCky, M. D. // 1988
JameC McKernan/ /---
2004 10
Lilian G. Katz and Diane E. Mc Clellan//
-
189
2003 5
Piero Ferruci// 2006
1
Patricia G. RamCe// ---
2001 1
Rollo May//---
1991 10
Richard D. Parson & Stephanie Lewis Hinson & Deborah Stardo-Brown/
/
2002 10
Terry Eagleton//
1998 4
Walter Cawyer,Diana E. Comer /
1996 3
//---
2001 2
////
1989 7
& / &
2005 3
---
1996 11
---
1997 12
-
190
---
2006 12
(1945~1998) 100
2000 3
---
1997 12
1999 2
P53-94
---
2000 12
/
2005 2 P2-27
1997 1
/ 1994 11
1998
2004
2002
-
191
---
1995 10 29 1 P8-14
2004 4 44 4 P40-46
2002 7
149 P46-54
2001 5 7 P1-59
:
2003 3 10 P315-399
1986 P227- 244
1988 2 34 7 8
2007 4 156 P118-121
1999 5 58
P55-60
2004
158 P63-68
1991 5 P355-378
2004 6 P161-179
---
2004 6 211 P65-72
1991
31 910 P56- 61
-
192
1999 P299 - 311
2006 6 246
P29-34
12
2004 12
2003
154 P5-19
----
2005 1 159 P30-42
/ 2001 12
/ 2005 5
/ / 1996 12
/ /
2002 7
/ / /
2006 3
/ / ---
2001 8
/ /
2006 10
/ / /
1993 7
-
193
/ J./ /
1993 7
/ / /
1999 1
/ /
2001 10
2000
/ / /
1999 3
/ / /
1999 8
/ / 2003
12
/ / /
2006 3
/ /
2000 2
/ / /
2001 10
2002 7
/ / /
1995 1
/ / 2002
-
194
/ /
2005 10
/ /
2006 1
(2006) e
52
http://www.tri.org.tw/induCtry/review2.php?id=1
Barnett, M . Empathy and related responses in children. In Eisenberg, N.& Strayer,
J.(Eds.) Empathy and its development N.Y.:Cambridge (1987)
Brill, F. (2004). Literacy, 38 (2), p83-89.
Dunn, J. Young children's understanding of other people: Evidence from
observations within the family. In Frye, D. & Moore ,C.(Eds.), Children's
theories of mind N.J.:Hillsdale. (1991)
Williams, L.K. Caring and Capable kids: An Activity Guide for Teaching Kindness, Tolerance , Self- Control and Responsibility. C.A. :Torrance.(1996)
~1
( )
-
195
( )
( )
( )
( )
( )
-
( )
( )
-
196
~2
()
( )
( )
( )
( )
( )
( )
-
197
~3
()
( )
( )
( )
( )
( )
( )
( )
( )
( )
-
198
12 9 7
14 8 6
14 10 8
-
199
970215~970530
970215~970227 2/18
2/21
2/22
2/25 ---
970228~970311 3/4
3/5
3/7 ---
970312~970322 3/12
3/13
3/18
3/19
3/20
970323~970405 3/24
3/25
3/26
3/27
970406~970417 4/7
4/9
4/10
970418~970430 4/24
4/25
4/28
4/30
970501~970510 970501~970510 5/5
5/6
5/7
970511~970521 970511~970521 5/15
5/16
5/17
970522~970531 970522~970531 5/26
5/27
5/28
5/29 ---
5/30
-
200
.
.
.
.
.
.
.
.
~1
-
201
~2 .
.
-
202
~3 .
1
2
3
.
4
-
203
~4 .
-
204
~5 .
.
.
.
.
.
.
.
-
205
~6 .
.
.
.
() () () .
() () () .
() () () .
.
-
206
~7 .
.
.
.
.
() () .
() () .
() () .
.
-
207
~8
.
.
.
.
-
208
~9
.
.
.
.
-
209
~1
-
210
~2
-
211
~3
-
212
~1
-
213
~2
-
214
~3
-
215
~1
---
-
216
~2
---
-
217
~3
---
1..pdf2..pdf3..pdf4.-.pdf5..pdf