論文名稱：英語兒童文學中的利社會行為對國小學生英語閱讀之效益研究校所組別：國立高雄師範大學英語學系教學碩士班畢業時間：九十六學年度第一學期指導教授：張玉玲 博士 研究生：陳婉如 論文摘要： 本研究旨在探討英語兒童文學對國小生英語閱讀及利社會行為之效益。此外，本研究也針對了學生對此次閱讀活動中英語兒童故事及英語閱讀課程的回應進行研究。 本研究以高雄縣五甲國小六十位三年級學生為研究對象。研究對象分別就讀於兩個班級，其中一班接受為期十二週的英語兒童文學閱讀課程；另一班接受一般的英語課程，而未接受英語兒童文學閱讀課程。在閱讀活動之前，兩班學生先接受英語閱讀能力前測及國小兒童利社會行為調查表前測。在閱讀活動期間，接受英語兒童文學閱讀課程的學生閱讀了Magpie’s Baking Day, The Farmer and the Beet, 和 Who’s Sick Today? 三個英語故事。在閱讀活動結束後，兩班學生再進行英語閱讀能力後測及國小兒童利社會行為調查表後測。之後，接受英語兒童文學閱讀課程的學生填寫問卷並接受訪問。 研究者分別統計英語閱讀能力前後測、國小兒童利社會行為調查表前後測和問卷中之量表的數據，利用單因子共變數分析、卡方考驗或敘述性統計呈現量化結果，再針對問卷中的開放式問題及訪問結果加以質化分析。本研究的主要發現摘述如下： 一、接受及未接受英語兒童文學閱讀課程的兩個班級，在閱讀活動之後，於英語閱讀能力後測成績上有顯著差異。可見此英語兒童文學閱讀課程有助於提升學生的英語閱讀理解力。 二、接受及未接受英語兒童文學閱讀課程的兩個班級，在閱讀活動之後，於整體利社會行為調查表後測成績上有顯著差異。細分之下，發現在後測成績之中，兩班學生的利社會行為表現未達顯著差異，而利社會行為傾向成績達顯著差異。可見此英語兒童文學閱讀課程影響了學生的利社會行為傾向。 三、大部分的學生對於英語兒童文學閱讀課程中閱讀的三本英文故事書有正面的回應。 四、大部分的學生對於英語兒童文學閱讀課有正面的評價及肯定。 根據本研究發現，研究者提供一些教學建議：國小英語教師可利用英語兒童文學的特質，將其應用於英語閱讀教學中，可兼具提升學生英語閱讀能力及促進其利社會行為的功能。此外，國小英語教師也可擅用學習單及討論活動，提昇學生學習英語之效果，並為他們創造一個分享讀書心得的環境。

TABLE OF CONTENTS Page CHAPTER ONE INTRODUCTION 1 Background and Motivation 1 Purposes of the Study 5 Research Questions 5 Significance of the Study 6 Limitations of the Study 6 Definitions of Terms 7 CHAPTER TWO LITERATURE REVIEW 9 Children’s Literature 9 Values of Children’s Literature 9 Range of Children’s Literature 15 Picture Books in Children’s Literature 16 Bibliotherapy 19 Nature of Bibliotherapy 19 Implementation of Bibliotherapy 22 Benefits of Bibliotherapy 25 Prosocial Behavior 30 Importance of Prosocial Behavior 30 Definition of Prosocial Behavior 31 Prosocial Behavior in Children’s Literature 32 CHAPTER THREE METHODOLOGY 35 Subjects 35 Instruments 36 Reading Selections 36 The Pretest and Post-test of English Reading Comprehension 38 The Pre-study and Post-study of the Prosocial Behavior Questionnaire 38 The Post-study Questionnaire on the Subject Responses to the ECLRP 39 The Interview Form on Subjects’ Prosocial Behavior 40 Procedures 41 Data Analysis 43 CHAPTER FOUR RESULTS AND DISCUSSIONS 45 The Effects of the ECLRP on the Subjects’ English Reading Comprehension 45 The Effects of the ECLRP on the Subjects’ Prosocial Behavior 48 The Overall Result from the Post-Study Prosocial Behavior Questionnaire 49 The Section-I Result from the Post-Study Prosocial Behavior Questionnaire 52 The Result from Section II of the Post-Study Prosocial Behavior Questionnaire 56 The Subject Responses to the ECLRP 60 The Subject Responses to the Reading Selections 60 The Subject Responses to the Prosocial Behavior in the Reading Selections 66 The Subject Responses to the ECLRP Classes 73 CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS 81 Conclusions 81 Implications 82 Suggestions 84 REFERENCES 86 APPENDIXES 101 Appendix A: The Pretest of English Reading Comprehension 101 Appendix B: The Post-test of English Reading Comprehension 104 Appendix C: The Pre-study and Post-study of the Prosocial Behavior Questionnaire 107 Appendix D: The Post-study Questionnaire on the Subject Responses to the ECLRP 114 Appendix E: The Interview Form on Subjects’ Prosocial Behavior 118 Appendix F: A Sample Lesson Plan for Story Instruction in the ECLRP 119 Appendix G: A Worksheet for a Selected Story 121 Appendix H: The Reliability and Validity of the English Reading Comprehension Pretest and Post-test 124

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