親子共讀中幼兒母親的心智言談分析

The Analysis of Mothers' Mental State Talk in Parent-Child Reading

親子之間心智言談的品質攸關著幼兒心智理解能力的發展，而親子共讀 則是進行心智言談的重要時機。歷年來有關親子間心智言談的相關研究較缺 乏質性的描述與分析。因此，本研究致力於探究幼兒母親於親子共讀中的心 智言談樣貌，以期了解幼兒母親如何鷹架幼兒對心智世界的學習。研究的對象為兩個幼兒園大班的八位幼兒母親。研究的進行係透過親子 在家共讀三則蘊含豐富心智理解意涵的童話故事──〈小紅帽〉、〈大野狼和七 隻小山羊〉、〈布萊梅的樂隊〉的方式來蒐集語料，並進行分析。研究結果有三：（一）幼兒母親所運用的心智用語可析分為認知性、欲求性、情感性等三大類用語。（二）幼兒母親對心智理解意涵的覺知與呈現，其特色為：欺騙意涵最易為幼兒母親所具體呈現；錯誤相信理解意涵最易為幼兒 母親所忽略，且受圖像線索影響；認知（相信）與欲求意涵的傳達深受文字線索 影響；母親心智談話未涉及遞歸性思考。（三）幼兒母親所運用以促進幼兒心智 理解的談話策略包括：鼓勵猜測行為動機與想法；回溯故事脈絡﹔真實與虛 假並置﹔以幼兒為故事主角，類推情境；唱作俱佳，強化角色行為等。研究者依據上述結果，針對幼兒父母、圖畫書作繪者以及後續研究者， 提出建議。

The quality of mental state talk between parent and child plays an important role on children’s development in understanding of the mind; and parent-child reading takes a significant role in such progress. However, there is still few qualitative description and analysis in the research of mental state talk. Therefore, the research aimed to analyze the contents of mothers’ mental state talks in parent-child reading activities to understand how the mothers scaffold their children in learning about the mental world.The subjects were eight mothers of children from two five-year-old kindergarten classes. Research data were collected and analyzed from the parent-child reading process of three fairy tales involving understanding of mind - “Little Red Riding Hood”, “The Wolf and the Seven Young Kids”, and “Town Musicians of Bremen”.The results were found in the research: (1) The mental state terms used by the mothers could be categorized into three types: cognitive, desire, and feeling. (2) Several characteristics were found in the mothers’ awareness and presentation about understanding of the mind: (a) Deception was the most significantly presented content by the mothers; (b) Mothers easily neglected false belief content which was affected by picture clues; (c) Talks about cognitive (believe) and desire content were deeply affected by the text clues; (d) Mothers’ mental state talk did not involve recursive thinking. (3) The mothers’ talking strategies used to improve children’s understanding of mind included: encouraging children to guess the purposes and thoughts of behaviors, reviewing story context, co-presenting truth and falseness, choosing children as the main characters to generalize the story plots, and to strengthen character behaviors by singing and reading. According to the above results, the researcher proposed proper suggestions to parents, child book authors, and following researchers.