兒童繪本以圖畫表達和詮釋與兒童相關的事或概念，其不只是故事書亦反映出背後社會環境欲給予兒童建立的生活經驗並期望達到的人生理念以及對人際互動的行為模式。本研究利用交互式質性分析方法以獲取低年級學童在繪本教學前後對於人際互動時考量的因素，並歸納因素間的關係，建立完整的人際互動心智圖。 本研究以立意抽樣挑選10位低年級學童進行研究，於學童人際互動此項主題上進行焦點團體及個人訪談，並在繪本教學後再進行一次焦點團體與個人訪談，瞭解學童在人際互動時所考量的因素。在教學前，學童人際互動考量因素有8個概念，分別為：對方不好的行為、得到禮物、對方的物品、對方的外表、一起做的事、對方的才藝、對方的情緒與對方的表現。 研究發現在焦點團體中「對方的情緒」為影響人際互動的主要成因，「一起做的事」則為主要結果，個人訪談資料中，主要成因有二，分別為「對方的情緒」、「對方的表現」，主要結果則為「一起做的事」。而在教學後，共獲得11個概念，除教學前的8個概念外，新增「我的行為」、「對方的態度」、「對方的個性」3個；在焦點團體中「對方的情緒」亦為影響人際互動主要成因，主要結果有二，即「對方的物品」、「一起做的事」；個人訪談資料彙整，主要成因有三個，分別為「對方的外表」、「對方的情緒」、「對方的個性」，主要結果則為「一起做的事」。在教學前後分別得出主要路徑及因果循環路徑，結果切合社會學習理論的觀點，此顯示出行為是個人與環境三者彼此交互作用而產生。 本研究建立的人際互動心智圖，提供基礎的學童人際互動認知基模，以及因素間關係的確立。讓教師及家長充分了解學童對於人際互動的完整想法，且可透過繪本教學了解學童人際互動考量各因素對團體與個人產生的改變與影響。 Picture books interpret many subjects about children by images. It's not only a story book, more importantly; it reflects the views of the social environment and the conception of interpersonal interaction. This study used interactive qualitative approach to find the factors about lower-grade elementary school students’ interpersonal interaction that before and after teaching by picture books. 10 lower-grade elementary school students were taken as samples by purpose sampling, and the data were collected by focus group interviews and personal interviews. According to the results of data analysis, this study shows the following facts:1. Before teaching by picture books, there were 8 interpersonal interaction factors as follows: “Harmful behaviors of companion”, “Get the present”, “Articles of companion”, “Looks of companion”, “Do something together”, “Talent and skill of companion”, “Emotions of companion”, “Expression of companion”. 2. After teaching by picture books, besides the 8 factors, there were 3 more interpersonal interaction factors as follows: “My behaviors”, “Attitude of companion”, “Personality of companion”.3. The analysis result shown that had factor's relation in the group interview and personal interview. Finally, the study provides a full idea for teachers and parents in understanding the interpersonal interaction of the lower-grade elementary school students. It also established the relationship of the factors and provided the model of the lower-grade elementary school students' interpersonal interaction, that could be comprehended the influence about each factors between group and personal.
