以不同形式電子書為媒介的親子共讀閱讀行為研究

親子共讀是親子互動相當重要的學習活動之一，也是培養兒童文字能力、閱讀能力與其他心智能力成長的重要機會。在親子共讀中，兒童會從書籍內容與家長獲得知識，並且會從閱讀書籍與跟家長的討論中獲得能力訓練；換句話說，除了書籍中的內容，親子在共讀時的互動也是影響兒童學習的重要要素。而在兒童電子書推陳出新，從原先的文字電子書，發展至各種融入多媒體、互動功能等吸引兒童的元素之下，兒童在親子共讀中與家長的互動有哪些影響性，家長又會在電子書親子共讀中，獲得哪些幫助獲利益，以及面臨到哪些親子共讀上的問題。家長跟兒童在透過使用電子書進行親子共讀所形成的行為與其原因，即為本次研究所要探討的項目。在本次研究中，以訪談為主、觀察為輔的方式進行電子書親子共讀行為探討。透過實地觀察中，親子使用三種不同內容、形式與閱讀方式電子書進行親子共讀所呈現的各種行為，在半結構式訪談進行更深入的探討。親子共讀行為探討部分，依照過去的親子共讀文獻，分成口語行為與非口語行為兩項，並且從中細分以探討各種親子之間對談與動作的情況與原因；電子書形式影響部分，本研究使用了文字電子書、動態圖像電子書與擴增實境電子書三種不同形式的電子書，依照各個電子書格式、內容與功能做出區別，並且對照親子的訪談資料，以對照這三種電子書中不同的特性，對親子共讀行為造成的影響。本研究發現，在電子書、家長與兒童三者的親子共讀中，兒童所專注的目標，會影響其與家長之間的共讀行為內容與頻率，並且家長在使用不同格式與功能進行共讀時，家長與兒童的口語行為與非口語行為各有差異，甚至影響親子共讀本身的目的。對此，本研究提出未來考量針對親子共讀用的電子書選擇，與功能配置數量、使用對象是誰等，以及深入探討在不同兒童年齡、家長教育背景與其他影響條件的電子書親子共讀研究。

關鍵字

親子共讀；電子書；閱讀行為

並列摘要

Parent-child co-reading is one of the most important learning activities for parent-child interaction, and it is also an important opportunity to cultivate children's writing ability, reading ability and other mental and intellectual growth. In parent-child co-reading, children will gain knowledge from the content of the books and their parents, and they will gain ability training from reading books and discussions with their parents; in addition to the content in the books, the interaction between parents and children during shared reading will also affect children’s learning Key factor. In the case of e-books, the e-books have evolved from new e-textbooks to various multimedia, interactive functions and other elements that attract children. What are the impacts of children’s interaction with parents in parent-child reading? Parents will also use e-books In parent-child co-reading, what kind of help and benefits are obtained, and what parent-child issues have been read by parents and children. In this research, electronic reading was conducted mainly with interviews and supplemented by observations. Parents and children read through the way of reading. Parents and children use various e-books with different contents, formats and formats for reading. Behavior, semi-structured interviews for more in-depth discussion. Parent-child co-reading behavior discussion part, based on past parent-child co-reading literature, check oral behavior non-verbal behavior, and be able to follow to explore the situation and reasons of various parent-child pairings and actions; the e-book format influence part, this research uses Text e-books, dynamic image e-books and on-site e-books in various forms are differentiated according to various e-book formats, content and functions, and can be compared with parent-child conversation data to compare the differences of this e-book Characteristics, the impact on parent-child reading behavior. This research found that in e-books, parent-child co-reading between parents and children, the children’s focus will affect the content and frequency of co-reading behaviors between them and their parents, and parents are using formats and functions for co-reading. When reading, the oral and non-verbal behaviors of parents and children are different, and even affect the purpose of parent-child co-reading. Therefore, the future considerations proposed in this research are for the choice of e-books for parent-child co-reading, the number of functional configurations, who are they intended for, etc., as well as an in-depth research of e-book parent-child co-reading studies of different children’s ages, parents’ educational backgrounds, and other influencing conditions.