本行動研究旨在探究教師使用生氣主題相關繪本進行幼兒情緒教育之歷程、幼兒的情緒調適與表達能力之改變、以及教師在此行動中的專業成長。研究者在大班進行一學期共閱讀8本與生氣相關繪本及21次的情緒教學活動，並以觀察記錄與省思手札等做為資料蒐集。研究者從中歸納出活動進行的三個階段、呈現階段中的省思與下一次的行動；並發現教師若多次使用同一本繪本及設計相關延伸活動，除了讓幼兒熟悉故事內容外，亦可加深幼兒對情緒議題的討論，幼兒在情緒表現與調適上也有所改變，而不一定每次進行情緒教育活動時均使用不同的繪本。另外、研究者透過此次研究，增進依幼兒情緒生活經驗來調整教學、自我情緒改變以及輔導幼兒情緒之能力。

The purpose of this action research was to explore how the researcher integrated picture books relevant to angry emotion into a kindergarten classroom teaching, to find young children’s changes of their emotional competence, to learn about the researcher's professional development through this action. Data were collected from documentation of teaching activities, reading 8 picture books relevant to angry emotion, observation and the researcher’s reflection etc. The findings indicated three stages of teaching process through the action. It is found that reading a picture book instead of many books and designing relevant activities thoroughly would be beneficial to young children’s changes of emotional competence. In addition, the researcher learned how to modify curriculum based on young children’s life emotional experience, to regulate self-emotion as well, and different ways to assist children for emotional expression and regulation.