| dc.contributor.advisor | 王梅玲 | zh_TW |
| dc.contributor.advisor | Wang, Mei-Ling | en_US |
| dc.contributor.author (Authors) | 蕭秀慧 | zh_TW |
| dc.contributor.author (Authors) | Siao,Siou-Huei | en_US |
| dc.creator (作者) | 蕭秀慧 | zh_TW |
| dc.creator (作者) | Siao, Siou-Huei | en_US |
| dc.date (日期) | 2018 | en_US |
| dc.date.accessioned | 31-Jul-2018 13:53:38 (UTC+8) | - |
| dc.date.available | 31-Jul-2018 13:53:38 (UTC+8) | - |
| dc.date.issued (上傳時間) | 31-Jul-2018 13:53:38 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0105913023 | en_US |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/119108 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 圖書資訊學數位碩士在職專班 | zh_TW |
| dc.description (描述) | 105913023 | zh_TW |
| dc.description.abstract (摘要) | 本研究親子共讀策略提升幼兒閱讀興趣與習慣，研究目的有三點：(一)探討幼兒親子共讀活動，繪本選擇與閱讀策略之運用。(二)探討提升幼兒閱讀興趣與習慣的有效親子閱讀策略為何。(三)探討台籍與陸籍家庭親子共讀之差異。本研究採用行動研究法，研究對象為中大班生共十四個家庭親子共讀三十天，分為兩階段，所使用的研究工具為，親子共讀意願調查表(PC)、親子共讀問卷實施前背景問卷調查表(PCQ)、每日20分鐘閱讀紀錄單(RM)、閱讀興趣問卷表(RI)、閱讀習慣問卷表(RH)、幼兒借閱繪本的記錄單、第二階段親子共讀閱讀興趣與習慣養成評鑑單(W)、並從資料中了解幼兒閱讀反應、態度表現、共讀者反應、共讀者進行親子共讀遇到的困難，隨時調整、反思行動研究的過程。獲得以下結論：（一）親子共讀激發幼兒閱讀興趣與習慣及家庭的成長（二）運用閱讀策略之後，閱讀興趣上升11％、閱讀習慣上升6％（三）繪本的選擇要與幼兒生活經驗相關、動物、關於家人的書籍及新書，是借閱率較高的繪本。(四)學校與圖書館應共同合作，運用閱讀策略舉辦閱讀活動提升幼兒閱讀興趣與習慣。針對研究結論，本研究提出三點建議(一)未來學校及家庭應持續推動親子共讀不間斷的在家庭及學校中發酵成長(二)幼兒園與圖書館應共同推動閱讀活動，舉辦閱讀活動將閱讀帶動起來。(三)根據繪本內容帶著幼兒親身體驗繪本中的人、事、地、物，讓幼兒實際探索，使得幼兒與書中做連結，加強幼兒對於閱讀興趣與習慣的養成。關鍵字：親子共讀、閱讀策略 | zh_TW |
| dc.description.abstract (摘要) | In this study, the parent-child co-reading strategy enhances children`s reading interest and habits. There are three objectives in this research: (1) To explore the parent-child co-reading activities, the use of picture book selection and reading strategies. (2) To discuss the effective parent-child reading strategies for improving children`s reading interests and habits. (3) To explore the parent-child co-reading difference between Taiwan and Mainland China families.This study adopts the action research method. The research subject consists of a total of 14 families and children in the middle class. The students are divided into two stages. The research tools are the parent-child reading willingness questionnaire (PC) and parent-child reading Pre-implementation background questionnaire (PCQ), daily 20-minute reading record (RM), reading interest questionnaire (RI), reading habits questionnaire (RH), the records of children`s borrowing picture books, the development of parent-child reading interest and habits evaluation sheets (W) at the second stage, and from the data, children`s reading reaction, attitude performance, total reader response, the difficulties encountered by the readers in parent-child reading can be learned, and through the process of action research, adjustment and reflection can be made at any time.The following conclusions were obtained: (1) Parent-child co-reading stimulated children`s reading interest and habits and family growth (2) After reading strategies, reading interest increased by 11% and reading habits increased by 6%. (3) The picture books with higher borrowing rates were related to children`s life experience, animals, books and new books about family members. (4) Schools and libraries should work together to use reading strategies to organize reading activities to enhance children`s reading interests and habits.In view of the research conclusions, this study proposes three suggestions. (1) In the future, parent-child reading activities should be promoted unceasingly in the family and schools. (2) The kindergarten teachers and librarians should jointly promote reading activities and organize reading activities to make reading a national campaign. (3) According to the contents of the picture book, they help the children experience the people, things, places and objects in the picture book, let the children explore the world in the book in person, link the children to the book, and strengthen the children`s interest in reading and habits.Keywords: parent-child reading, reading strategy | en_US |
| dc.description.tableofcontents | 第一章 緒論 1第一節 問題陳述與研究動機 1第二節 研究目的 4第三節 研究問題 4第四節 名詞解釋 5第二章 文獻探討 7第一節 親子共讀 7第二節 親子閱讀策略 14第三節 閱讀興趣與閱讀習慣之相關研究 20第三章 研究方法 27第一節 研究範圍與限制 27第二節 東莞台商子弟學校幼兒園簡介 27第三節 研究設計 28第四節 研究方法 29第五節 資料蒐集與分析 30第六節 研究工具 33第七節 研究實施步驟 38第四章 行動研究與分析 43第一節 親子共讀的基本資料 43第二節 第一階段親子共讀實施 47第三節第一階段親子共讀形成性評鑑 54第四節 第二階段親子共讀實施 68第五節 第二階段親子共讀總結性評鑑 72第六節 綜合討論 78第五章 研究結論與建議 81第一節 結論 81第二節 建議 83第三節 未來研究建議 84 | zh_TW |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0105913023 | en_US |
| dc.subject (關鍵詞) | 親子共讀 | zh_TW |
| dc.subject (關鍵詞) | 閱讀策略 | zh_TW |
| dc.subject (關鍵詞) | Parent-child reading | en_US |
| dc.subject (關鍵詞) | Reading strategy | en_US |
| dc.title (題名) | 親子共讀策略提升幼兒閱讀興趣與習慣之行動研究 | zh_TW |
| dc.title (題名) | Action Study on the Effective Strategies of Parent Child Reading to Improve Children `s Reading Interest and Habits | en_US |
| dc.type (資料類型) | thesis | en_US |
| dc.relation.reference (參考文獻) | 參 考 文 獻 87附錄一：親子共讀意願調查表(PC) 91附錄二：親子共讀問卷實施前背景問卷調查表(PCQ) 92附錄三：每日20分鐘閱讀紀錄單(RM) 93附錄四：閱讀興趣問卷表(RI) 94附錄五：閱讀習慣問卷表(RH) 95附錄六：幼兒借閱繪本的記錄單 96附錄七：第二階段親子共讀閱讀興趣與習慣養成評鑑單-第一張 98附錄八：第二階段親子共讀閱讀興趣與習慣養成評鑑單-第二張 99附錄九：第二階段親子共讀閱讀興趣與習慣養成評鑑單-第三張 100附錄十：第一階段繪本的紀錄單 101附錄十一：第二階段研究增加運用之繪本104 | zh_TW |
| dc.identifier.doi (DOI) | 10.6814/THE.NCCU.ELIS.011.2018.A01 | - |
