| Summary: | 碩士 === 元智大學 === 社會暨政策科學學系 === 100 === The study aims to understand the reading concept, teaching strategy and relevant resource application received by a teacher via the reading teaching promotion procedure in the kindergarten, explore the status quo and result that a picture book fuses child reading teaching and provide reference of continuing promoting reading teaching to relevant units.Selected are two kindergartens with picture book teaching experience, a larger gap of class number and different teaching resource as research objects in the study. Interviewed are 6 teachers, 4 parents and 2 scholars, from whom viewed and explored are kindergarten reading teaching planning, implementation procedure, and hot water, influencer and response strategy encountered by the administration and teachers etc.
The study mainly makes reference to three stage theories (beginning, application and change to institutionalization education) presented by Fullan (2001) to analyze the kindergarten reading promotion procedure; in addition, the study also understands relevant resource application of reading teaching, explores the implementation status quo that a picture book fuses thematic teaching and draws internal and external relevant reading promotion experience as research framework and a basis of conclusions. Following are conclusions acquired by the study from empirical analysis:
1. The kindergarten reading teaching promotion procedure of the research case goes through 3 stages (beginning, application and institutionalization).
2. Child reading teaching is mainly implemented in such a way as class and parent-child co-reading.
3. Child reading teaching activities will be influenced by knowledge of teachers, expert instruction and practice experience.
4. Kindergarten picture books are applied to promote reading teaching, and the results are affirmed by parents.
5. Kindergartens shall make good use of man power and intelligence resource and bring government functions into play.
6. Tuan-tuan kindergarten picture books are applied to promote child reading teaching with better implementation than Yuan-yuan kindergartens.
The study finds that concrete suggestions for education competent authority, administrative unit and teachers of kindergartens and follow-up researchers made by the study help to construct good reading teaching environment so as to enhance child learning ability.
Key word: child reading teaching, picture book, kindergarten
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