三～四歲幼兒無字圖畫書閱讀注意力偏好與故事敘事能力之研究

A Study on the Attention Preferences and Narrative Abilities of 3- to 4-Year-Old Children in Reading Wordless Picture Books

本研究以三位中部陽光幼兒園（化名）三至四歲幼兒為研究對象，在引導情境下運用互動式敘事來探討幼兒在閱讀無字圖畫書《獅子與老鼠》及《雨傘》時的注意力偏好與故事敘事能力，採質性研究為主，量化分析為輔之混合研究法。研究結果顯示，幼兒對圖像細節（如表情、動作、環境物件）具有高度關注，但對故事情節的理解仍需引導，且描述物件會常使用這個、那個或錯誤詞彙。幼兒能初步掌握圖像序列與因果關係，但對情節轉折的理解有限，鮮豔顏色、形狀對比及熟悉元素更能吸引其注意。語言發展與過去經驗影響幼兒敘事能力，熟悉故事情節有助於提升敘述完整性。彩色及動物主題圖畫書較能促進幼兒敘事能力表現，幼兒對「嘗試」、「結果」及「反應」等情節的描述能力較弱。

This study investigated the attention preferences and narrative abilities of 3- to 4-year-old children when reading the wordless picture books The Lion and the Mouse and The Umbrella. The research was conducted in guided settings through interactive storytelling and involved three children from a preschool in central Taiwan (pseudonym). A mixed-methods design was adopted, with qualitative analysis as the primary approach supplemented by quantitative measures. The findings indicated that the children attended closely to visual details such as facial expressions, actions, and environmental objects, yet required adult guidance to comprehend the overall storyline. When describing objects, they frequently used demonstrative pronouns (e.g.,“this,”“that”) or incorrect vocabulary. The children demonstrated an emerging understanding of image sequencing and causal relationships but showed limited awareness of plot transitions. Bright colors, contrasting shapes, and familiar elements were found to be especially effective in capturing their attention. Language development and prior experiences played a significant role in shaping their narrative abilities, with familiarity with the story contributing to greater coherence in retelling. Furthermore, colorful and animal-themed picture books appeared to better support storytelling performance. However, the children exhibited weaker abilities in describing key narrative components, particularly“attempts,”“direct consequences,”and“reactions.”