本研究目的為探討母親及父親與四歲幼兒在共讀圖畫書時的互動策略和談話內容。幼兒平均年齡為4歲5個月，男孩11人，女孩9人。研究者請母親及父親與幼兒共讀圖畫書《胡蘿蔔種子》，之後以錄音方式蒐集共讀談話語料，並採用「國際兒童語料交換系統」CHILDES CHAT工具來轉譯親子共讀語料，並進行互動策略和談話內容編碼分析。互動策略區分為要求、給予、回饋、句尾問句、沒有回應、照本宣科、機會教育、活動相關；談話內容則區分為即時即地話語和非即時即地話語兩大類。研究結果發現，親子共讀時，母親及父親扮演主要引導的角色，大部分母親及父親會要求和給予幼兒故事內容，並且母親及父親與幼兒的談話內容多為討論當場或書本立即可見的訊息。本研究也發現，在共讀時，母親較父親給予幼兒較多回饋及要求，而父親則較母親自發性給予幼兒較多命名訊息。此外，幼兒與母親共讀較幼兒與父親共讀有較多回應式給予訊息。對於研究結果，本研究有相關的討論，並對未來研究和親職教育提供建議。

This study examined “mother-child and father-child” shared book reading interactions. The participants were forty children, 19 girls and 21 boys, and their mothers and fathers, all living in Taipei and New Taipei City. The mean age of the children was 4;5. Mothers and fathers were asked to read a Chinese book entitled “The Carrot Seed” to their children. All mother-child and father-child interactions were video-taped and transcribed using the CHAT format of Child Language Exchange System. Maternal, paternal, and children’s utterances were analyzed for both interaction strategies (i.e., request, provision, feedback, tag question, no response, opportunity education, text, task oriented) and information types (i.e., immediate and non-immediate talk). Results showed that mothers and fathers frequently talked to their children with request for and provision of information, and that information types between mother-child and father-child were mainly focused on immediate information. The results also indicated that mother produced significantly more request and feedback than fathers, whereas father produced significantly more spontaneous provision of labels. The children produced significantly more provision of the previous requests with mothers than with fathers. The discussion of this study and suggestions for future research and parent education were provided.

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