The Research of Dialogic Reading toward Multiple Emotional Comprehension with Young Children

• Main Authors: WU,CHIEH-YI, 吳潔怡
• Other Authors: WU, HSIN-LIN
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/g2j39k

碩士 === 中國文化大學 === 青少年兒童福利碩士學位學程 === 106 === This study attempts to explore the impact of dialogic reading toward multiple emotion comprehension with young children and to test whether there is a difference in multiple emotion understanding among children by gender and studying grade. The research object is a private kindergarten in New Taipei City and a total of 41 children in the middle or senior class. Before and after the experiment, the "Multiple Emotions May Coexist" topic in the "Emotion Understanding Test" is used, and the "Self-Experience Report" will be used to summarize the oral information of children. Statistical analysis was carried out using descriptive statistics, nonparametric sign test, and Wilcoxon signed rank test. The main conclusions of this study are as follows: 1. the implementation of dialogic reading emotion picture book did not improve the effect for multiple emotion understanding of young children in different gender and age group. 2. the implementation of dialogic reading for young children in different age group and grade has significantly improved the effect of emotional understanding. （1） After accepting the dialogic reading emotion picture book, the multiple emotion changes of all young children can be obviously improved. （2） After boys and girls accepted the dialogic reading emotion picture book, the multiple emotion development levels have significantly improved. （3） Children of different age group have significantly improved the level of multiple emotion development after accepting dialogic reading emotion picture book altogether. Based on the results of this study, we put forward suggestions as referencfor kindergarten, teachers, parents and future research.