台南市國小附幼教師推動親子共讀經驗之研究

本研究旨在探究台南市國小附幼教師推動親子共讀之經驗，包含推動親子共讀之現況、作法及推動親子共讀過程中面臨的困境及因應策略。本研究採用質性的方法來探究，透過深度訪談及文件檔案的呈現，分享台南市（縣市未合併前）六大行政區的10位國小附幼教師推動親子共讀的經驗。研究結果發現：一、推動親子共讀的作法： 1.行政上：園方會辦理親子講座、提供親子共讀資訊、採購圖書、並成立故事媽媽團，有的園所甚至會搭配國小的活動，例如：「幼小銜接」、「曬書日」等活動。 2.教學資源：提供圖書借閱、閱讀融入主題活動中、並指導幼兒閱讀的活動。二、推動親子共讀的現況： 1.共讀方式：繪本分享是推動親子共讀的最好方式，為使共讀方式多元化，可設計主題「小小愛書人」來認識繪本，並搭配單槍投影機、CD來共讀。 2.共讀時間：教師大都是利用星期五早上讓幼兒借書，借回去的書籍請家長利用週休二日的時間與孩子共讀，隔週一或週三還書。 3.評量方式：採取多元化的評量，以閱讀心得學習單為最常見，還有繪本回顧與討論或者是戲劇表演、幼兒說故事…等評量方法。三、推動親子共讀困境：最大的問題還是來自家長和幼兒。 1.以幼兒而言：幼兒會因家長問題而使共讀情形有問題，例如：幼兒不寫閱讀心得單、家長不與孩子共讀、幼兒的借閱態度差。 2.以家長而言：家長的閱讀態度有偏差、家長閱讀狀況差、主要共讀者不識字、缺乏自信心…等因素，使老師在推動親子共讀礙難執行。四、推動親子共讀的因應策略： 1.以幼兒而言：鼓勵幼兒善用閱讀時間閱讀、採取獎勵制度、分享閱讀學習單、老師利用單槍導讀繪本、鼓勵幼兒說故事等方式，增進幼兒閱讀興趣。 2.以家長而言：舉辦親子共讀講座、隨時與家長溝通，鼓勵家長與孩子共讀、根據主要共讀者的問題提出解決方法。本研究透過老師的經驗分享，期待對在職場上的老師、園所、未來研究者有所助益。

關鍵字

國小附幼教師；親子共讀；閱讀

並列摘要

This study aimed to investigate primary-school-affiliated kindergarten teachers’ experiences of promoting parent-child reading in Tainan City, including current situation and methods as well as difficulties and coping strategies during such process. This study adopted qualitative method and uses in-depth interview and document presentation to share experiences of parent-child reading promoted by ten teachers from primary-school-affiliated kindergartens at 6 major districts of Tainan City (before City-County Consolidation). Research findings were as below: 1. Ways of promoting parent-child reading: 1.1. Administrative methods: these kindergartens hold parent-child lectures, provided information of parent-child reading, purchased books and set up story-telling mother groups. Some kindergartens even organized activities to work in with primary schools, such as “transition from kindergarten to primary school” and “day for book exhibition”. 1.2. Teaching resources: offer service of book lending, integrate reading into theme activities and organize activities for guiding children’s reading. 2. Current situation of promoting parent-child reading: 2.1 Ways of parent-child reading: picture book sharing was the best way of promoting parent-child reading. To make ways of such reading diversified, we could design theme activity-“children loving books”-to know picture book; projector and CD could also be used in combination. 2.2 Time for parent-child reading: most teachers lend books to children on Friday morning. Parents can read these books with children together on weekends and return them to the kindergarten next Monday or Wednesday. 2.3. Methods of measurement: diversified measurement methods were adopted and the most common was reading worksheet. Other methods include picture book review and discussion, drama performance, child’s story telling, etc. 3. Difficulty in promoting parent-child reading: the most serious problem was originated from parents and their children. 3.1. In terms of children: children might encounter problematic joint reading due to parents. For example: children didn’t fill in reading worksheet; parents didn’t read books with the children; children held a bad attitude toward book lending. 3.2. In terms of parents: many factors caused teachers’ difficulty in promoting parent-child reading, such as parents’ deviated attitudes towards reading, parents’ poor ability of reading, illiterate parents, lacking of confidence, etc. 4. Coping strategy of promoting parent-child reading: 4.1. In terms of children: encourage children to make a good use of reading time to read, build reward system and share reading worksheets. Teachers could use different methods such as “projector-guided picture book reading” and “encouraging child in storytelling” to enhance children’s interest in reading. 4.2 In terms of parents: hold lectures of parent-child reading, communicate with parents at any time, encourage parents to read books with their children together, and propose solutions directed towards main joint-readers’ problems. This study tried to share some teachers’ experiences and thus benefit other in-service teachers, kindergartens and future researchers.