本研究旨在探討繪本教學運用於幼兒讀寫萌發課程之實施與成效。本研究採行動研究法，研究時間為98.8/31~99.1/15歷時一個學期，資料收集的方式包括軼事記錄、訪談、文件分析等。 研究者進行繪本教學運用於幼兒讀寫萌發課程之設計，研究對象為研究者任教之快樂國小附設幼稚園（化名）大班幼生，男14名、 女16名，共30位幼生。本研究結果如下：一、教師發展以繪本教學為主的讀寫課程，應從幼兒生活經驗中出發，以幼兒為主體、師生共同發展學習情境與機會，促成每個幼兒在讀寫能力上的學習與成長。二、繪本教學的實施過程中，幼兒在讀寫發展上的改變是明顯而具體的，如幼兒從被動依賴到主動獨立的閱讀、多樣的識字策略、豐富完整的詞彙與大方的口語表達。三、從研究歷程中，教師透過主題方向的決定、教室環境的規劃、課程設計的實施、軼事記錄與教學活動的反省，提昇了教師個人之專業知能和促進專業成長。 本研究結果發現繪本做為讀寫課程教材，並發展主題活動對於幼兒之閱讀及仿寫能力有正向之影響，此繪本教學除了可供教師參考，更可提供此資訊作為未來相關研究之參考。 The purpose of this study was to explore the feasibility of using picture books to teach young children’s emergent literacy at happy kindergarten（anonymous） of an elementary school in Yun-lin County. Data were collected through anecdote records, interviews, lesson plans,document analysis and teacher’s reflections on teaching . A total of 30 kindergarten children，including 14 boys and 16 girls , was the object of this study. The major finding of this study were summarized as follows：一、Children’s emergent literacy course design and practice must be based on children’s life experience and teacher-children group discussion during the period of picture books teaching.二、The outcome of using picture books in teaching literacy bowed positive influence in Children’s reading and writing .三、The research benefited a lot on the aspect of professional growth and development through this kind of action research .
