摘要
本研究採協同行動研究法，透過繪本教學發展學習活動，以提升幼兒讀寫能力。本研究的參與者為南投縣晴天國小附設幼兒園太陽班的幼兒。在為期三個月的繪本教學研究歷程中，運用觀察、訪談及相關文件蒐集的方式，進行資料分析，作為反省與改進教學之依據。研究發現教師帶領幼兒閱讀繪本時，有順序的閱讀模式及指讀策略能幫助幼兒增進書本概念，對話閱讀的策略較能引發幼兒討論與思考，增進對繪本的理解。繪本教學搭配延伸活動，能促進幼兒讀寫的學習動機和增加幼兒在學習區時間進行讀寫活動的頻率。繪本延伸活動的深廣度應視幼兒的學習需要設計，延伸活動有不同的方式，教師可以就一個主題，提供相關繪本讓幼兒閱讀；也可以以一本繪本為基礎，發展出一系列與此繪本相關的活動。
關鍵詞：讀寫活動、繪本教學、閱讀策略
Abstract
This study employs an action research method to promote children’s literacy through integrating picture books into literacy activities. The participants of this study are one mix-aged class in the affiliated preschool of Sunny Elementary School. The data of this study were collected through observation, interviews, and document collection. This study shows that when teachers read picture books with children, pointing to the words helps children understand the content better. In addition, the use of a dialogic reading strategy provides children more opportunities for discussion and hence helps children increase their understanding of the reading material. Furthermore, combining picture books with related activities promotes children’s interests in reading and writing and increases the frequency of engaging in literacy activities during learning center time. Designing and implementing literacy activities should consider children’s ability and interests. Teachers can share books of similar topics with children as well as design a series of learning activities based on one book.
Keywords：Literacy Activities, Picture Books Instruction, Reading Strategy