本研究之主要目的在於探討助人故事講述與討論，是否能有效增進幼稚園兒童之助人意願與利社會道德推理的發展。
為瞭解性別、助人故事講述與討論對幼兒助人意願與利社會道德推理的影響，研究者採用實驗研究法，以台北市82名大班幼兒為研究對象，在進行為期六週（每週兩次）的實驗處理。研究結果發現：（一）不同組別幼兒在接受實驗處理後，實驗組幼兒的助人意願在後測顯著優於對照組幼兒。（二）不同性別幼兒在實驗處理前後，所表現出的助人意願並未出現顯著差異。（三）不同組別幼兒在前後測所使用的利社會道德推理階段並未因實驗處理而產生顯著差異。（四）不同性別幼兒在前後測所使用的利社會道德推理階段並未因實驗處理而產生顯著差異。
除此之外，進一步分析受試幼兒前後測的回答內容，還可發現：（一）願意助人幼兒使用最多的推理階段為『需求取向』；不願助人幼兒使用最多的推理階段為『快樂主義、自我中心取向』。（二）某些幼兒在回答助人原因時，其注意焦點並非放在單一角度去審視助人事件。（三）幼兒對於兩難故事情境所設想的助人方式可分為「直接助人」與「間接助人」兩種。（四）幼兒助人與否的判斷過程與助人意願會受到問題情境、求助者特質與助人代價的影響。
由此可知，故事講述與討論對於幼兒道德教育之影響不容忽視。因此，在未來幼兒道德教育教學的發展上，故事講述與討論可被視為更有效的介入方式，值得後人繼續深入探討。

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