先讀後寫？西方近百年幼兒書寫研究回顧及其對臺灣幼兒書寫教育政策的檢討

READ FIRST, WRITE LATER? EXAMINING TAIWAN'S EARLY WRITING EDUCATION POLICY FROM EARLY LITERACY RESEARCH OVER A CENTURY IN THE WEST

西方學界已累積了百年的幼兒早期讀寫研究，從成熟論、讀寫準備論到讀寫萌發，每次典範的轉移都對學前語文教育帶來衝擊。有鑑於臺灣學界和實務界對幼兒早期書寫的概念仍停留在西方的讀寫準備論，因此本文首先使用文獻分析法，回顧過去一世紀西方學界對幼兒早期書寫發展的重要研究文獻，說明幼兒書寫發展在讀寫學習歷程中的重要角色，以及其和閱讀發展的交互關係。接著，本文以臺灣本土的實徵研究，探討臺灣社會爭論已久的幼兒書寫學習迷思，以及幼兒書寫學習在現今政策下的困境。最後，本文呼籲臺灣學界應儘快展開本土的幼兒讀寫發展研究，再以研究為依據發展出適性的、有效的幼兒語文課程及教學模式。

Over the past century, there have been tremendous findings on the research of early literacy in the West. From the maturation theory, reading readiness, to emergent literacy, each paradigm shift has had an enormous impact on early literacy education. The main purpose of this article is to examine early literacy education in Taiwan and its principles of reading readiness in three ways. Firstly, to use document analysis to introduce findings of early writing research over the past century from the West, especially the concept of emergent writing. Secondly, to debunk three early writing myths that exist in Taiwan by using empirical research. Thirdly, to call attention to start Taiwan's own empirical early writing research. By establishing clinical observation and empirical research of Taiwanese young children, we could further develop efficient and age-appropriate literacy curricula as well as applicable early literacy policies.