本研究採用行動研究法，旨在探討運用電影提升國小中年級學童同理心的實施歷程，希望透過本研究的實施進一步認識學童同理心之變化、電影融入教學之可行性與教師運用此方案之教學過程所面臨的困境與解決之道，以期進行教師省思進而達到教師專業成長。 本研究以研究者任教學校的十八位國小三年級學童為研究對象，研究者選擇電影「動物方城市」為教學素材，進行為期八週的行動研究。資料的蒐集與分析透過同理心量表前後測的差異、課堂觀察、學習單、學生回饋單、軼事紀錄等方式進行，再將資料編碼、轉譯逐字稿以撰寫教師省思札記的方式進行研究的反思與詮釋。依據本研究之整理與分析，研究結果如下：1.電影融入教學能提升國小中年級學童之同理心。2.學童對於運用電影教學提升同理心之課程呈現正向態度與想法。3.運用電影融入教學之行動研究有助於提升研究者之教師專業成長。 最後，根據本研究之結果，研究者提出若干具體可行之建議，提供未來研究電影融入教學與同理心之參考。 The purpose of this study is to explore the implementation process of using films to promote the empathy of middle primary school children. The action research method is adopted to analyze the changes in children's empathy, the feasibility of a film integrated teaching, and the dilemma and solution confronted within the teaching process by the teachers who use this program so that teacher reflection can be carried out to achieve professional growth. In this study, we've selected third-grade school children of a public primary school in Tainan as the research subject, and the film, ＂Zootopia＂ was selected as the teaching materials for an eight-week action study. The data was collected and analyzed, including measuring the differences in empathy scales between pre- and post-measurement, classroom observations, study worksheets, student feedback forms, and records of anecdote. Data was then encoded and translated word-for-word into a teacher reflection journal as a way of reassessing and interpreting the research. The study found that: 1.The integration of film into teaching can enhance the empathy of middle primary school children.2.The children have a positive attitude and thoughts regarding the use of films in teaching to enhance empathy.3.This action research showed that the use of film-integrated teaching does assist to increase the professional growth of researchers. Finally, based on the results of this study, researchers proposed a number of concrete and feasible recommendations as a reference for future research in film integrated teaching and empathy.
