本研究目的為探討生氣繪本內的情緒文本內容對於幼教師情緒言談之影響，研究對象為12位幼教師及291位大班幼兒，蒐集的資料為36次師生共讀不同生氣繪本的錄音檔，由助理將錄音資料轉為逐字稿，再依照過去文獻建立情緒言談編碼架構，同時分析三本生氣繪本的情緒文本內容及幼教師的情緒言談表現，研究結果發現（1）儘管三本繪本主題為生氣，但每個繪本的情緒文本內容類別比例卻不同；（2）發現標示情緒的情緒文本內容類別在整體生氣繪本的情緒文本內容比例偏低；（3）教師在整體情緒言談、情緒原因、情緒結果及情緒介入的情緒言談類別於生氣繪本呈現顯著差異，但在標示情緒的情緒言談類別，則未呈現顯著差異。最後依照本研究結果提出情緒繪本選用及教師實施情緒言談的相關建議，作為未來實施幼兒情緒教學的參考。

The purposes of this study were to examine the effects of emotional contents of anger-laden storybooks on emotional language of kindergarten teachers. With 12 teachers and 291 kindergartners recruited, thirty-six sessions of teacher-student shared reading were recoded, transcribed, coded, and analyzed. The results showed that (a) even though the theme of three books is anger, the percentages of emotional contents in the storytexts are different; (b) the percentage of emotional label in contents is low; (c) the emotional words read by the teachers, including overall emotional words, the emotional cause, the emotional result, and the emotional intervention were significantly different among the books, except the emotional label. Suggestions are offered and discussed for teachers upon their selection of emotion-laden storybooks and choices of using emotional language to facilitate young children’s emotional learning.