第五章 結論與建議
第二節 建議
壹、研究限制與建議 一、 增加研究對象
本研究對象是 20 對臺北市及新北市中高社經家庭母親及父親與 四歲幼兒,樣本過小,無法類推至所有臺北市及新北市中高社經家 庭親子共讀的狀況。建議未來研究可增加研究對象,或研究臺北市 及新北市以外縣市的中高社經家庭,以更深入瞭解中高社經家庭的 親子共讀互動策略和談話內容。
二、比較不同幼兒年齡的共讀方式
本研究僅以四歲幼兒為研究對象,因此研究結果無法代表其他
年齡幼兒的親子共讀情形。建議未來研究可增加不同年齡幼兒為研 究對象或採縱貫期研究方式,以比較不同年齡幼兒與父母共讀的狀 況。
三、增加圖畫書的種類
本研究僅蒐集敘事體圖畫書的共讀語料,建議未來研究可增加 圖畫書的種類,蒐集非敘事體圖畫書的語料,並且比較父母親與幼 兒共讀敘事體圖畫書和非敘事體圖畫書的互動策略和談話內容。
四、在親子共讀時,幼兒語言能力與母親及父親互動策略 和談話內容之差異的關係
過去的研究發現,幼兒的語言能力影響母親引導方式(Ninio,
1983)。本研究未對幼兒的語言能力施測,未來研究可探討在親子共 讀時,幼兒語言能力與母親及父親互動策略和談話內容差異的關 係。
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五、以訪談的方式研究,了解母親及父親的共讀互動策略 和談話內容差異之原因
本研究發現,母親及父親的共讀互動策略和談話內容有差異,
但未能探究其差異的原因。未來研究建議可以訪談方式研究,了解 母親及父親的共讀互動策略和談話內容差異之原因。
貳、實務建議
本研究結果發現,在親子共讀時,母親較父親給予幼兒較多回 饋及要求,而父親較母親自發性給予幼兒較多命名訊息。此外,相 較於幼兒與父親共讀,幼兒與母親共讀時所產出的相異詞彙數顯著 有較多回應式給予訊息。此結果可知父親與幼兒共讀時,提供幼兒 的經驗可能與母親不同,因此建議除了母親外,父親也能多參與親 子共讀,給予幼兒不同的互動經驗和語言刺激。
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