在全民阅读的大环境下，亲子阅读是培养幼儿阅读兴趣、养成良好阅读习惯的重要方式，在阅读中实现深度学习更是当今核心素养教育的价值追求。对话阅读已被证实是一种能够促进幼儿多方面发展的有效阅读方式。以往研究主要应用于国外并关注对话阅读对幼儿语言发展的影响，但目前尚缺乏研究探讨适合我国家长的亲子对话阅读干预方案，以及干预方案对中国家长掌握对话阅读策略的影响和对幼儿深度学习的影响。
本研究以照料者培训模式（TMCR模型）为指导，以对话阅读策略为主要内容，设计并实施亲子对话阅读干预方案，探究干预方案的适宜性和有效性，在干预后采用滞后序列分析法来探究亲子阅读中的对话过程。基于研究结果，对日后的亲子阅读培训提出相关建议，为培训者和家长提供教育实践参考。
为了探究实现幼儿深度学习的亲子对话阅读干预方案的效果，本研究共有三个研究问题。研究一旨在探究实现幼儿深度学习的亲子对话阅读干预方案的适宜性；研究二基于研究一的干预方案，展开实验研究，探究干预方案对家长使用策略和幼儿学习水平的影响，以此来验证干预方案的有效性；研究三基于研究二的亲子阅读视频，分析了干预前后家长提问和幼儿不同学习水平回答之间的行为序列关系，探究干预前后亲子阅读中的行为模式。
研究一首先设计并完善干预方案，形成亲子对话阅读干预方案终稿，然后面向6组家庭展开预干预。通过家长满意度、亲子阅读体验、亲子关系感受、预干预效果来判断干预方案的适宜性。结果表明：6组家庭家长满意度较高，亲子阅读体验良好；亲子关系感受在干预后有所改善；家长使用策略在干预后有所提高，幼儿深度学习水平在干预后得到进一步实现。
研究二采用准实验法，将63组家庭随机分配到实验组和对照组，首先研究人员收集了干预前两组家庭的亲子阅读视频，并对每个视频中家长使用策略和幼儿学习水平进行编码。同时，本研究面向家长收集了家庭基本信息。随后对实验组家长实施干预方案，干预结束后收集两组家庭的亲子阅读视频，再次进行编码分析。结果表明：（1）在前测中，不同组别的家长在策略使用方面不存在显著差异，不同组别的幼儿在学习水平方面不存在显著差异，不同组别的家庭在基本信息方面均不存在显著差异。（2）在后测中，两组家长策略使用情况和幼儿深度学习水平情况存在显著差异（p<0.05），实验组家长策略使用和幼儿深度学习水平均显著高于对照组家长和幼儿。实验组家长前后测结果呈现显著差异（p<0.05），后测策略使用显著高于前测，对照组家长在前后测中不存在显著差异（p>0.05）。实验组幼儿前后测结果呈现显著差异（p<0.05），后测深度学习水平显著高于前测，对照组幼儿在前后测中不存在显著差异（p>0.05）。
研究三采用滞后序列分析法，对前测中的17个视频和后测中的31个视频进行编码分析。结果发现：（1）干预前，家长的提问策略会影响幼儿的学习水平，幼儿的学习水平会影响家长策略的使用，出现了14种典型行为序列。（2）干预后，家长和幼儿之间共出现了33种典型行为序列，较前测种类增多、数量增多。家长明显可以使用更多的问题类型回应幼儿的回答，但是家长根据幼儿现有学习水平调整策略的能力还较弱，需要更多的亲子阅读实践。
上述研究发现，基于照料者培训模型和对话阅读策略设计的亲子对话阅读干预方案，在提升家长策略使用和实现幼儿深度学习方面具有重要意义。应该进一步推广方案的使用，并且根据家长的实际需求和能力不断完善方案，进一步增强干预方案的效果，提升家长的亲子阅读能力，促进幼儿在亲子阅读中的发展。

In the context of nationwide reading, parent-child reading is an important way to stimulate children's interest in books and cultivate good reading habits, and the realization of deep-learning in reading is the value pursuit of today's core literacy education. Dialogic Reading is a proven method to promote children's development in many aspects. Previous studies were mainly applied to foreign countries and focused on the impact of Dialogic Reading on children's language development. But at present, there is a lack of research to explore parent-child dialogic reading intervention programs suitable for Chinese parents, as well as the impact of intervention programs on Chinese parents' mastery of dialogue reading strategies and on children's deep-learning.
Guided by the caregiver training model (TMCR model) and taking the Dialogic Reading strategies as the main contents, this study designed and implemented an intervention plan for parent-child book reading, explored the suitability and effectiveness of the intervention plan, and adopted the Lag Sequential Analysis (LSA) to explore the dialogue process in parent-child reading after the intervention. Based on the research results, this paper puts forward relevant suggestions for parent-child reading training in the future, and provides educational practice reference for inventors and parents.
In order to explore the efficacy of parent-child dialogic reading intervention program to achieve children's deep learning, this study has three research questions. Study 1 aims to explore the suitability of parent-child dialogic reading intervention program to achieve deep learning for preschool children; Based on the intervention plan of study 1, Study 2 conducted experimental research to explore the impact of intervention plan on parents' ability to use strategies and children's learning level, so as to verify the effectiveness of intervention plan. Based on the parent-child reading videos of Study 2, Study 3 analyzed the behavioral sequence relationship between parents' questions and children's responses at different learning levels, and explored the behavioral patterns of parent-child reading before and after intervention
Study 1 first designed and improved the intervention program, the parent-child dialogic reading intervention program. Then carried out pre-intervention for 6 families. Parental Satisfaction, Parent-child Reading Experience, Parent-child Relationship and pre-intervention effect were used to judge the suitability of the intervention program. The results showed that: 6 groups of families have high parental satisfaction and good parent-child reading experience; Parent-child relationship feeling improved after intervention. Parents use more dialogic reading strategies after intervention, and children's deep-learning level was further realized after intervention.
In Study 2, 63 groups of families were randomly assigned to the experimental group and the control group. First, the researchers collected parent-child reading videos of the two groups of families before the intervention, and coded the parents' strategies and children's learning level in each video. At the same time, this study collected the basic information of family. Then, the parents of the experimental group were subjected to the intervention program. After the intervention, parent-child reading videos of the two groups of families were collected and coded analysis was conducted again. The results showed that: (1) In the pre-test, there was no significant difference in the use of strategies among parents in different groups, no significant difference in the learning level of children in different groups, and no significant difference in the basic information of families in different groups. (2) In the post-test, there were significant differences in parents' skill use and children's deep learning level between the two groups (p>0.05), and parents' skill use and children's deep learning level in the experimental group were significantly higher than those in the control group. The parents of the experimental group showed significant difference in pre and post test results (p<0.05), the use of post-test skills was significantly higher than that of the pre-test, and the parents of the control group had no significant difference in pre and post test results (p>0.05). The results of pre and post test of children in the experimental group showed significant difference (p<0.05), and the level of deep learning in the post test was significantly higher than that in the pre-test, while there was no significant difference in the control group (p>0.05).
In Study 3, 17 videos in the pre-test and 31 videos in the post-test were analyzed by using the Lag Sequential Analysis (LSA). The results showed that: (1) Before intervention, parents' question strategy would affect children's learning level, and children's learning level will affect parents' use of strategy. There were 14 typical behavioral sequences. (2) After intervention, there were 33 kinds of typical behavior sequences between parents and children, which increased in variety and quantity compared with the pre-test. Obviously, parents can use more types of questions to respond to their children's answers, but their ability to adjust strategies according to their children's current learning level is still weak, and more parent-child reading practice is needed.
The above research found that the parent-child dialogic reading intervention program designed based on the caregiver training model (TMCR model) and dialogue reading strategy is of great significance in improving parents' strategy use and realizing children's deep learning. The use of the program should be further promoted, and the program should be continuously improved according to the actual needs and abilities of parents, so as to further enhance the effect of the intervention program, improve parents' parent-child reading ability, and promote the development of children during parent-child reading. Parent-child reading, Conversational reading, deep learning, Conversational reading strategies, caregiver training models.