不同性別家長親子共讀無字圖畫書之圖像詮釋與性別教養態度探究

Abstract

隨著資訊社會越來越發達，思想與潮流上的演變更加多元，尤其在視覺圖像上，從以往的單一詮釋，逐漸涵蓋到多元文化的價值觀，因此當人們在閱讀視覺圖像時，其中詮釋與解讀除了自身經驗外，同時涵蓋了個人信念。在親子共讀無字圖畫書也是如此，在沒有字的無字圖畫書上，親子共讀有更多的想像力以及創造空間，聚焦於圖像的詮釋以及理解。本研究旨在探討不同性別家長在親子共讀無字圖畫書過程中，不同性別家長在圖像詮釋和育兒態度方面的差異。研究深入了解親子共讀過程中的圖像詮釋、性別角色，以及教養態度。本研究方法為質性研究之觀察法與訪談法，除了觀察親子共讀歷程與圖像性別詮釋之外，同時以訪談的方式訪談父母，了解父母親在性別角色教養態度，研究對象共六對親子，18人，全程透過錄音、訪談記錄表、觀察記錄表方式進行編碼與分析，據研究結果，歸納出五對親子共讀與訪談內容分析過後發現如下：一、父親在共讀歷程上，關注故事的邏輯連結以及兒童參與程度，問句多以「完成句子」、「開放型問句」，總體來說，父親引導孩子進行問題解決，聚焦在兒童的邏輯思維和問題解決能力以生活常識的介紹。在性別圖像詮釋上，父親一般認為不用太介入去解說性別角色怎樣是對的，同時不特別強調男女之別，而是讓兒童在生活、人物、書本，自行建構出性別架構，認為兒童自己會去感受。而在性別角色教養態度方面，父親們較著重於真實交流、圖像功能等圖像詮釋，因此在共讀時父親會適度的控制故事發展，較少關心兒童情感問題。二、母親在共讀歷程上，透過有趣互動、具有教育意義、多元的想像連接，帶如兒童的生活中，問句多以「開放行問句」、「遠距問題」，帶領兒童表達自我，給予更多空間，以獲取更多兒童的觀點。在性別圖像詮釋上，更注重情感聯繫、跳脫不一樣的框架，在母親方面有提到多元性別觀念等開訪性議題，並與兒童生活經驗做連結。母親認為性別角色教樣態度應是多元調適，接納與支持，且較關注性別角色、創意不設限。As the information society becomes more and more developed, the evolution of ideas and trends becomes more diversified. Especially in visual images, the previous single interpretation gradually encompasses multicultural values. Therefore, when people read visual images, the interpretation and In addition to one's own experience, the interpretation also covers personal beliefs. The same is true for wordless picture books when parents and children read together. Wordless picture books allow for imagination and creative space when parents and children read together, focusing on the interpretation and understanding of images. This study observes the gender role parenting attitudes and interactions between parents and children reading wordless picture books together, and explores the process and image interpretation of parents of different genders in reading together, in order to use the gender role parenting in wordless picture books. the difference. This study aims to explore the differences in image interpretation and parenting attitudes among parents of different genders during parent-child reading of wordless picture books. Research provides insights into image interpretation, gender roles, and parenting attitudes during parent-child reading. There are fix pairs of parents and 18people in total. The entire process was coded and analyzed through recording, interview record sheets, and observation record sheets. According to the research results, five pairs of parent-child readings and interviews were analyzed and the following results were found:1. During the process of shared reading, the father pays attention to the logical connection of the story and the level of children's participation. Most of the questions are "sentence completion" and "open questions". Through joint questioning, discussing the plot of the story and sharing feelings, in general , parents' shared reading has educational significance. By guiding children to solve problems, this cultivates children's logical thinking and problem-solving abilities because parents realize that this helps promote children's cognitive development. In terms of gender image interpretation, fathers generally believe that there is no need to be too involved in explaining what is right, and at the same time, they do not particularly emphasize the difference between men and women. Instead, they allow children to construct their own gender structures in life, characters, and books, thinking that children will figure it out on their own. Feel. In terms of gender role parenting attitudes, parents focus more on image interpretation such as imaginary stories, real communication, and image functions. Therefore, for wordless picture books, fathers will moderately control the development of the story and care less about emotional issues.2. During the process of reading together, mothers use interesting interactions, educational significance, and diverse imaginative connections to bring them into children's lives. Questions are mostly "open line questions" and "distance questions" to lead children to express themselves. Self, obtained more children's views. In the interpretation of gender images, more attention is paid to emotional connections, breaking away from different frameworks, and interview-related issues such as multiple gender concepts are mentioned. It is believed that the attitude of gender role teachers should be diversified accommodation, acceptance and support, and should pay moreattention to gender roles and have no restrictions on creativity.