本研究欲探討對話式閱讀對幼兒多重情緒理解之影響，以性別、年齡為變項考驗幼兒多重情緒理解能力是否有差異存在。研究對象為新北市某私立幼兒園大班及中班共41位幼兒。實驗前後皆以「情緒理解測驗」中的「多重情緒可並存」題目施測及「自我經驗報告」的方式來歸納幼兒口語資料。並以描述統計、無母數符號考驗、無母數Wilcoxon檢定進行統計分析。本研究之主要研究結論如下：
一、實施對話式閱讀情緒繪本對幼兒的多重情緒理解能力在不同性別及年齡層未能有提升的效果。
二、實施對話式閱讀對不同性別及年齡層幼兒的多重情緒理解層次具有顯著提升之效果。
（一）接受對話式閱讀情緒繪本後，全體幼兒的多重情緒層次變化皆能明顯提升。
（二）男女童接受對話式情緒繪本後，多重情緒發展層次皆有顯著提升的影響。
（三）不同年齡層的幼兒在接受對話式情緒繪本共讀後，多重情緒發展層次皆有顯著提升的影響。
根據本研究結果提出建議，作為幼師、園所、家長及未來研究之參考。
This study attempts to explore the impact of dialogic reading toward multiple emotion comprehension with young children and to test whether there is a difference in multiple emotion understanding among children by gender and studying grade. The research object is a private kindergarten in New Taipei City and a total of 41 children in the middle or senior class. Before and after the experiment, the "Multiple Emotions May Coexist" topic in the "Emotion Understanding Test" is used, and the "Self-Experience Report" will be used to summarize the oral information of children. Statistical analysis was carried out using descriptive statistics, nonparametric sign test, and Wilcoxon signed rank test. The main conclusions of this study are as follows:
1. the implementation of dialogic reading emotion picture book did not improve the effect for multiple emotion understanding of young children in different gender and age group.
2. the implementation of dialogic reading for young children in different age group
and grade has significantly improved the effect of emotional understanding.
（1） After accepting the dialogic reading emotion picture book, the multiple emotion changes of all young children can be obviously improved.
（2） After boys and girls accepted the dialogic reading emotion picture book, the multiple emotion development levels have significantly improved.
（3） Children of different age group have significantly improved the level of multiple emotion development after accepting dialogic reading emotion picture book altogether.
Based on the results of this study, we put forward suggestions as referencfor kindergarten, teachers, parents and future research.
