图画书是幼儿早期阅读与学习的重要载体。在幼儿园中，师幼共读图画书作为幼儿早期重要的教育活动，对幼儿的成长发挥着重要的作用。随着信息技术的不断发展，电子图画书阅读成为幼儿的一种重要的阅读方式。然而，教育者却缺乏与幼儿共同阅读电子图画书的经验。

本研究包含两个子研究：研究一探究纸质图画书和电子图画书共读活动中的师幼互动现状和行为表现，研究二通过行动研究探究如何在图画书共读活动中促进师幼互动。

在研究一中，观察了30名教师与120名中班幼儿的纸质图画书和电子图画书的共读过程。运用滞后序列分析法，探究了师幼互动的行为模式，并分析了师幼共读中存在的问题。结果发现：第一，教师的互动行为频次都高于幼儿的互动行为频次。第二，幼儿在纸质共读中的每分钟行为总数少于幼儿在电子共读中的行为总数，教师在纸质共读中的行为总数同样也少于教师电子共读中的行为总数。第三，幼儿在纸质共读中的每分钟言语数与电子共读中的每分钟言语数相近，但幼儿在纸质共读中的每分钟非言语数低于电子共读的每分钟非言语数。而教师在纸质图画书共读活动中的言语行为和非言语行为数都低于电子共读。第四，纸质图画书和电子图画书师幼共读活动中，教师互动行为和幼儿互动行为是相互影响的，有一定的行为序列。

研究二采用行动研究的范式，基于研究一所探究的师幼共读现状中的问题，探讨适宜的共读流程和共读策略。行动研究取得了一定的效果，具体体现为：第一，在共读流程上，图画书共读流程更加细化和丰富；第二，在共读策略上，教师的言语策略和非言语策略使用的能力都有所提升。

针对以上研究结果，本研究提出了阅读区纸质图画书和电子图画书共读的教育建议：第一，提高共读中师幼互动敏感度，理解幼儿行为背后传递的信息；第二，打破共读中消极的互动循环，合理把握管理与自由间的平衡；第三，巧妙利用纸质和电子图画书，挖掘好媒介对幼儿的积极价值。

Picture books are an important medium for early reading and learning. In kindergarten, teacher-child shared book reading serves as a crucial educational activity. With the continuous advancement of information technology, the application of new media technology has infiltrated children's picture book materials, making digital picture book reading an important reading method for children. However, teachers lack experience in reading digital picture books together with children.

This study consists of two sub-studies. The first one investigates the current status and behavioral performance of teacher-child interaction in shared reading activities involving printed picture books and digital picture books. The second study explores, through action research, how to promote teacher-child interaction in shared reading of picture books.

In the first study, the shared reading process of printed and digital picture books between 30 teachers and 120 preschoolers was observed. Utilizing lag sequential analysis, the patterns of teacher-child interaction were explored, and the issues in shared reading between teachers and children were analyzed. First, the frequency of teacher interaction behaviors exceeded that of children's interaction behaviors. Second, the total behavior count per minute of children in printed-based shared reading was less than that in digital picture books, with teachers showing similar patterns. Third, the number of verbal utterances per minute in picture books was similar to that in digital picture books, but the number of non-verbal behaviors per minute in picture books was lower than that in digital picture books. Meanwhile, teachers' verbal and non-verbal behaviors in printed-based shared reading activities were both lower than those in digital picture books. Fourth, teacher behaviors and child behaviors mutually influenced each other in shared reading, showing certain behavioral sequences.

In the second study, action research was used to discuss the appropriate shared reading processes and strategies. Action research yielded certain results. Firstly, concerning shared reading processes, the process for picture book shared reading became more refined and enriched; secondly, regarding shared reading strategies, teachers' abilities in both verbal and non-verbal strategies improved.

Based on the above research findings, this study proposes educational recommendations. Firstly, enhance sensitivity to teacher-child interaction during shared reading, understanding the messages conveyed behind children's behaviors. Secondly, break the negative interaction cycle during shared reading, striking a balance between control and freedom. Thirdly, skillfully utilize both picture and digital picture books, exploring the positive value of media for children.