| Summary: | 碩士 === 國立臺北教育大學 === 幼兒與家庭教育學系碩士在職專班 === 106 === The purpose of this study was to explore the reader's response to the role of the teacher in the picture book and to understand the response of young children to the appearance, behaviors, emotions and interactions with other roles of the teacher's role. Qualitative research was used in this study. Screened five picture books featuring teachers as the main characters, and plan the following activities: teachers and students read together, group discussion, work sheets. The researcher collected oral responses and drawings of 27 children of 5-year-old attending a public preschool in Taipei City for the research data. The results showed that young children had the following reader responses:
1.To the appearance of the teaches, young children:
(1)Directly described the looks, accessories, hairstyles, and poses presented by the teacher's image in the books.
(2)Used adjectives or other figurative objects to describe the appearance of the teachers' appearance.
(3)Used adjectives to express the like or dislike of the teacher's appearance.
(4)Used the images in the picture books as the basis for explaining the reasons for the teacher's appearance change.
(5)Linked about the teacher's appearance in the teachers of the current class and the picture books that have been read in the past.
2.To tHe behaviors of the teachers, young children:
(1)Described the teacher's behaviors that researcher reads in the story.
(2)Used adjectives to describe feelings about the behaviors of teachers.
(3)Used the plot in the picture books as a basis for explaining the teacher's behavior.
3.To the emotion of the teacher's role, young children:
(1)Described the emotions that teachers may produce in different situations.
(2)Used the image details and plots in the book as a basis for describing the teacher's emotional changes.
4.To the interaction between the teachers and other roles, young children:
(1)Described the discovery of interactions between teachers and other roles.
(2)Used adjectives to describe the feel about teachers’ interacting with other roles.
(3)Used the image in the books and life experience as the basis for explaining the reasons why teachers and young children interact in the picture books.
(4)Linked the experience of interacting with the teachers.
Finally, based on the research results, it is suggested that preschool teachers should encourage young children to express their ideas, help young children clarify the context of picture books through discussion, ask multiple questions and let young children think and answer. Relevant investigators can make adjustments in the selection of research objects, methods, and topics.
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