幼兒園推動幼兒共讀之研究 -以南投縣某國民小學附設幼兒園為例

本研究旨在探討幼兒園推動幼兒共讀的現況，同時探討家庭的閱讀行為。以南投縣某一國民小學附設幼兒園為研究對象，使用觀察法、半結構式訪談法及文件分析法收集資料進行分析。訪談對象包含園主任、教保服務人員以及家長。研究結果發現如下：壹、幼兒共讀的推動緣起於配合教育部的閱讀政策，園主任個人對共讀的想法以及教保服務人員對幼兒共讀的認同。推動幼兒共讀的策略包含親子共讀、主題教學共讀、晨光閱讀及與語文區的運作等四項。貳、家庭整體閱讀環境有待改善，家庭閱讀資源較為貧乏，家中圖畫數量及種類偏少，家庭閱讀活動型態與頻率偏低，但家長普遍認同幼兒閱讀的重要性。家長閱讀行為發現，有些家長僅因幼兒課業需要而陪伴閱讀，自己本身並沒有閱讀習慣，且歸因於工作與家務忙碌。參、分析幼兒園推動幼兒共讀的整體成效發現，家長對幼兒園推動親子共讀的策略知覺程度不一，以及教保服務人員都清楚知覺幼兒園推動幼兒共讀的策略與其重要性。教保服務人員與家長認為幼兒共讀的推動有以下成效：幼兒閱讀顯得較為專注且時間增長、主題教學共讀促進幼兒口語表達與詞彙理解的能力、幼兒閱讀活動的比例增加、圖畫書損壞情形減少、語文區的頻率與時間增加，但受晨光閱讀影響，頻率仍偏低。根據研究結果提出建議，以提供幼兒園、教保服務人員、家長及未來研究者之參考。

關鍵字

教保服務人員；幼兒共讀；閱讀行為

並列摘要

The objective of this study aimed to investigate the current status of promoting the concept of share reading in kindergartens and the family reading behavior. Taking an affiliated kindergarten of an elementary school in Nantou County as the research subject, collected data from observations, documents and semi-structured interviews would be analyzed. Interviewees included the director, the educare givers and parents of the kindergarten. The study results found were as follows: 1. The promotion of share reading in preschool children originated from the reading education policy of the Ministry of Education and depended on whether the director and the educare givers’ thoughts and agreement on such concept. The strategy in promoting share reading in preschool children would be implemented in four aspects: parent-child share reading, subject share reading, morning reading and use of linguistic zone for learning. 2. The overall environment for family reading would require improvement as there were few resources available at homes, especially in the number of picture books and the type of books, that rarely, few families would engage in different types of reading at home, even though parents generally agreed the importance of reading for children. In terms of parents’ reading behavior, some would only read with children if academically required by the school, as they might not even read on their own, who were either busy at work or housework. 3. The analysis of overall effectiveness of share reading for preschool children showed that parents were variably aware of the strategy in promoting parent-child share reading concept, while educare givers were all clear on such strategy and its importance. Both the educare givers and parents believed the share reading as having the following effects: Children were more focused and spent more time in reading; Subject share reading encouraged children to verbally express with clear understanding of the vocabulary; Children were willing to engage in more reading; Less picture books were damaged; and they were more likely to use the linguistic zone for learning, even though the frequency of its use was still low due to the impact by morning reading. The study result could serve as reference of recommendation to kindergartens, educare givers, parents and even future researchers.