本研究以日本、臺灣與美國的繪本為對象，探討友誼同質性程度的跨國比較，並分析其與集體主義與個人主義文化特徵的關聯。研究採用質性內容分析法，選取45本以友誼為主題的繪本（各國各15本），聚焦於「包容型」與「融合型」友誼的表現形式。結果顯示，三國繪本普遍強調「包容型」友誼，反映了「包容」作為跨文化教育中的核心價值。大多數繪本中的友誼呈現「非同質性」結構，顯示其對兒童友誼的期待不僅包含行為、興趣或情感的一致性，更注重多元與接納的價值。他者接納作為核心主題，不僅契合集體主義文化對和諧的重視，亦呼應個人主義文化對多樣性的追求。綜上，「包容」已成為跨文化友誼教育中的關鍵觀點，對幼兒社會化發展具有深遠意義。

This study examines the degree of friendship homogeneity in picture books from Japan, Taiwan, and the United States, analyzing its relationship with cultural characteristics of collectivism and individualism. Using qualitative content analysis, 45 picture books focusing on friendship (15 from each country) were selected, with an emphasis on the representation of "inclusive" and "integrative" types of friendships. The results reveal that picture books from all three countries generally highlight "inclusive" friendships, reflecting the central value of "inclusivity" in cross-cultural education. Most friendships in the picture books exhibit a "heterogeneous" structure, indicating that the expectations for children's friendships extend beyond behavioral, emotional, or interest-based similarities, placing greater emphasis on diversity and acceptance. The theme of accepting others serves as a core message, resonating with the collectivist emphasis on harmony and the individualist pursuit of diversity. In conclusion, "inclusivity" has become a key perspective in cross-cultural friendship education, profoundly influencing the social development of young children.

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