本研究旨在從幼稚園教師的觀點，瞭解台北市閱讀種子學校之幼稚園進行閱讀教學推廣的過程與教師對於閱讀教學之做法。 本研究對象包含4所閱讀種子學校附設幼稚園與四所幼稚園中之11名幼稚園教師，透過訪談與文件分析的方式蒐集台北市幼稚園閱讀教學推廣過程與做法之相關資料，以組織創新傳播過程、教育創新階段、影響創新推廣因素以及創新構型等相關理論為基礎進行資料分析。 本研究之發現如下： 一、幼稚園閱讀教學的推廣過程皆經歷「重構/再發明」與「常規化」階段，缺少「配對與澄清」階段。 二、教師閱讀教學主要以「親子共讀」與「童書融入教學」為實施方式。 針對研究結果，本研究亦提出以下之建議： 一、對於幼稚園教師進行閱讀教學之建議 （一）提供教師有關閱讀教學的原則性知識。 （二）建立更細緻明確的閱讀教學構型，並取得教師間的共識 （三）提供園長或幼稚園中協助閱讀推廣之教師有關推廣知識的培訓與資源 二、對未來研究之建議 （一）對幼稚園教師先備知識：未來研究者可進一步瞭解幼稚園教師專業培訓課程中閱讀教學之相關課程，與其對於教師的影響。 （二）對推廣成效：閱讀推廣至今已逾6年，未來研究者可進一步探究閱讀教學之推廣成效。 （三）對拒絕、停止使用或更多採用閱讀教學幼稚園：未來研究者可探究更多不同研究對象，完整瞭解閱讀教學的推廣情形。 （四）對推廣機構之推廣策略與構型：未來研究者可從閱讀教學之推廣機構角度探究閱讀教學推廣之規劃、策略與構型。 （五）對校長或園長領導風格：領導者的態度與領導風格影響創新的推廣結果，建議未來研究者可進一步探究校長或園長的態度與領導風格對閱讀教學推廣所帶來的影響。 The purpose of the study is to investigate the diffusion process and implementation of reading instruction in Taipei kindergartens from the perspectives of kindergarten teachers. The investigation was conducted by interviews and document analysis from eleven kindergarten teachers of four elementary school affiliated kindergartens. The analysis was based on the theories of innovation diffusion process in organization, three stages and effects of educational changes, as well as innovation configuration. The findings of the research are summarized as below: 1) Teachers in kindergartens experienced the organizational diffusion stages of “redefining/restructuring” and “routinizing”, however the stages of “matching” and “clarifying” were not in the place. 2) The major ways of implementing reading instruction in kindergarten were “reading with parents” and “teaching with children’s book”. The suggestions are summarized as follows: 1. For the adoption of reading instruction by the teachers in kindergartens 1) Teachers need more principal knowledge of the reading instruction. 2) Teachers need to form a common consensus on the detailed descriptions of the reading instruction. 3) Kindergarten managers or teachers who assist in diffusion of reading instruction need to attend trainings and obtain resources for the diffusion. 2. For the future research 1) There is need to investigate teacher’s prior knowledge of reading instruction and how it influences teacher’s practice of reading instruction. 2) There is need to investigate the long term effects of reading instruction, since it has been diffused for six years. 3) There is need to study the resistance, rejection, discontinuance or adoption of reading instruction in different kindergartens. 4) There is need to study innovation diffusion of reading instruction from perspectives of change agency, in order to know the planning of diffusion and configuration of reading instruction. 5) There is need to study the leadership style of principals or kindergarten managers, in order to know the result of adoption of reading instruction.
