在阅读策略教学内容与模式不断发展的过程中，交互式阅读策略教学是备受关注的变革模式之一。尽管交互式阅读策略适合多个年龄段、多种阅读水平的儿童学习，还是很少有研究者在幼儿的阅读教学中进行系统的尝试。分享阅读教学作为一种全语言取向的有效早期阅读教学，在国内外得到了普遍的关注。交互式阅读策略教学包含四种简单的阅读策略：预测、提问、解释与复述，采用支架式教学。在本研究中，研究者将交互式阅读策略教学加入分享阅读，考察幼儿阅读策略的学习过程，探讨阅读策略的学习对幼儿阅读能力发展的影响。本研究以北京市顺义区一所普通幼儿园的两个大班共75名幼儿为研究对象，分别以分享阅读教学、实施交互式阅读策略的分享阅读教学为条件展开六个故事读本的干预研究。结果发现：（1）大班幼儿能够在分享阅读中学会交互式阅读策略。（2）在分享阅读中实施交互式阅读策略教学能够更好地促进幼儿阅读能力的提高。实验班幼儿不仅在词汇量以及句子理解上有明显的提高，在词汇解释与故事理解上还有显著的进步。（3）各个水平的幼儿都能通过阅读策略的学习提高阅读能力，阅读水平高的幼儿能够更快地学会阅读策略，更好地在阅读中运用所学的阅读策略。

During the development of the content and models of reading strategies instruction, reciprocal teaching is one of the research focuses. Although reciprocal teaching can improve multi-aged and multi-leveled children’s reading ability, few researches were carried on pre-school children. As an efficient whole-language-oriented linguistic instructional method, shared-book reading was widely used at home and abroad. Through teaching reciprocal reading strategies in share-book teaching, the present research aimed to exploit the process of how children study the reading strategies. It also examined the influence of reading strategies on children’s reading comprehension.75 pre-school children in 2 classes from a common kindergarten in Beijing were selected and arranged in two different teaching conditions. The result indicated:(1) Reciprocal reading strategies could be grasped by pre-school children.(2) Teaching reciprocal reading strategies in shared-book reading made more progress in reading ability of the children than those who were taught only in share-book reading. The effect was evident especially in the story-telling test and the word explaining test. (3) Preschool-children with different reading levels could improve their reading ability through learning reciprocal reading strategies. Children with highest reading level made more improvement in both strategies learning and strategies using than others.