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論文名稱	職前教保老師運用近文本引導圖畫書共讀之探究
發表日期	2018-12-31
論文收錄分類	其他
所有作者	趙金婷
作者順序	第一作者
通訊作者	是
刊物名稱	國民教育學報
發表卷數	無
是否具有審稿制度	是
發表期數	15
期刊或學報出版地國別/地區	NATTWN-中華民國
發表年份	2018
發表月份	12
發表形式	紙本
所屬計劃案	無
可公開文檔
可公開文檔
可公開文檔
附件	國民教育學報刊登證明-趙金婷1.pdf

[摘要] :
摘 要
圖畫書的近文本架構有助於讀者閱讀時產生意義的論點廣受學者肯定，但先前的研
究顯示近文本仍是教師與兒童共讀時經常忽視的部分。
本研究在探討職前教保老師與兒童共讀時，使用近文本架構做為輔助共讀圖畫書的
兒童進入故事世界的建構歷程。研究對象為配對共讀的42 對職前教保老師和4-5 歲的
兒童，錄影並轉錄共讀圖畫書之口語互動歷程。
研究結果顯示職前教保老師僅使用近文本架構中的封面，運用封面提供的角色、背
景、情節、關鍵要素及文本類型等故事訊息引導兒童進入故事，但這些職前老師忽略
了圖畫書中其他類型的近文本。
研究結果指出職前教保老師需要更審慎的觀察圖畫書中的近文本，更覺察近文本中
隱含的線索，以促使年幼讀者更能充分理解，同時更投入圖畫書的敘說世界中。
關鍵字：圖畫書、共讀、近文本

[英文摘要] :
Pre-service Preschool Teachers’ Peritextual Reading
during Picture Books Sharing with Preschool Children
Abstract
While scholars have recognized the meaning making potential offered by the peritext of
picturebooks, researchers had observed that too often during readalouds in the classroom
teachers pay minimal attention to the peritext.
The study focused on the peritextual features that pre-service preschool teachers used to build
a framework for stepping into story worlds during picture books sharing with children. 42 preservice
teacher-child dyads were videotaped as they shared a picture book together.
Research results showed that the pre-service teachers focused on front cover as the only
peritextual feature. The front cover offered story information such as characters, setting, plot,
key elements and genre, but these pre-service teachers overlooked the other peritex of story
books.
The findings indicated that pre-service teachers need to discover through careful scrutiny of
the peritext of books and become conscious of the clues tucked away in the peritext and thus
foster in their young children a richer understanding and fuller engagement with the narrative.
Keywords: Picturebooks, Shared Reading, Peritext

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