邱銘心Ming-Hsin Chiu高楚鈞Chu-Chun Kao2019-08-282011-8-222019-08-282011http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0697150159%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/89282本研究旨在瞭解幼稚園親子共讀生活教育主題讀物時之互動歷程以及反應。採質化的研究方法，以十對幼稚園親子為研究對象，利用參與觀察法進行研究。 最後發現，家長在說故事時，大多採用標準說故事方式、利用圖片說故事以及語調式說故事三種方式，且多數家長會使用多種說故事方式。此外，過程當中，對於孩子提問的內容可分為是非題、選擇題、漸進式問題以及針對書本內容提問。而家長對於孩子之錯誤糾正方式可以分為直接糾正、引導式糾正和重複提問。在與生活經驗連結方面可以分為家庭的經驗以及學校的經驗。至於孩子在親子共讀時之口語互動則可以分為回答問題、複述、表達看法、問問題以及糾正家長錯誤。 在非口語互動方面家長和孩子皆為肢體動作和臉部表情，家長的動作可以增進親子間的互動，甚至讓孩子感到溫暖，而孩子則會藉由這些動作來表達內心的感受或是想法。 在閱讀反應方面，家長在親子共讀時之閱讀反應為誇獎、評論、警惕和教導，除了可以增進互動之外，也可以此反應作為生活教育之動作。而孩子在親子共讀時之閱讀反應為評論、想像和抗拒，從孩子的閱讀反應，可以瞭解他們在共讀過程當中之收穫以及看法為何。 而在共讀不同種類之生活教育主題讀物時所產生之差異方面，兒童月刊當中單元較多且有道具和輔助教材，因此親子在共讀時產生較多口語、非口語互動以及閱讀反應，但也因為有多個單元，所以共讀時間的拉長會造成孩子無法專心而產生抗拒。至於兒童繪本方面，主要以圖文為主，且為單一故事內容，所以在共讀時孩子較能夠專心於書本內容，但相對的所引發之口語、非口語互動以及閱讀反應也較少。 最後根據研究結果，對欲進行親子共讀之家長、圖畫書作者以及未來研究三方面分別提出建議。The study is to realize the parent-child interaction of the co-reading process for topic of family life education. The data analysis used in this study was based on qualitative method. The objects are 10 children at kindergarten level and their parents. This study used participant observation to explore their interaction and reading response between the processes of co-reading. The results show that parents tend to be standard interactive readers, non-readers, and using different tones to tell story. And most parents use multiple ways to tell story. And children’s questions toward the books can be divided into four kinds: true or false, multiple choice, progressive questions and questions simply for the content. Meanwhile, the methods of correcting mistakes for the parents are the following: direct correcting, leading correcting, and repeating asking questions. And the aspect of relating to the life experience has both of the family and school experiences. As for the colloquial interactions during the co-reading, children express themselves with replying questions, repeating the story, expressing opinions, asking questions, and modifying their parents. On the hand of the non-colloquial interactions, both of the parents and children act with body language and the expressions on their face. By means of this way, parents can interact more with their children and make them feel warm; besides, children can express their feelings and thoughts easily. During the co-reading, the reading reactions of parents are compliment, comment, vigilance and teaching; these not only can further their interaction but can be one of the methods for life education. For the reading reactions of children are comment, imagination and resistance, and we can find out what they have learned and what they are thinking through this research. When it goes to the differences resulted from those different kinds of education books in this research, we found out that the monthly publications for children content many sections and supplementary teaching materials; therefore, the parents and children have more colloquial and non-colloquial interactions, and also the reading reaction. On the contrary, because of the plentiful sections, the reading time has lengthened for children to be distracted and then resistant. Regarding the drawing books for children, they are simplified as one story and the main presentation is pictures with few words, hence it is easier for children to be concentrated in books. However, the colloquial, non-colloquial and reading reactions are less than the previous method. In the end, for those parents, authors of drawing books and future researchers who want to adopt co-reading program, this study offers some suggestions individually.親子共讀親子互動Parent-child readingParent-child interaction