本研究探討幼童在敘說書面故事的過程中是否有後設認知監控修改的行為，以及此修改行為是否與其書面故事的品質相關，並且欲瞭解親子共讀因素與幼童敘說書面故事後設認知監控修改的關係為何。研究對象為國小一年級及幼稚園大班、中班幼童共36名。研究程序主要是由研究者寫下每位幼童閱讀無字圖畫書後所敘說出來的書面故事，並分析此過程中幼童所展露的後設認知表現與其書面故事品質的關係；另透過家長填寫「親子共讀調查問卷」，以瞭解幼童在家親子共讀互動情形。研究結果發現：（1）幼童在敘說書面故事後設認知監控修改品質，因年齡的不同而有所差異。（2）若幼童在敘說書面故事過程中有較好的後設認知監控修改行為，則其書面故事品質越佳。（3）親子共讀互動高要求行為越多，其幼童後設認知監控修改越好。 This study examined young children’s metacognition ( i.e., monitoring, revising ) during the construction of telling a written story. Participants were 24 preschoolers from the same kindergarten and 12 first graders from the same class. Each child was asked to tell a written story for the scribe to write down. The metacognitive revising utterances surrounding the stories were identified and quantified. These stories were also analyzed for their holistic cohesion and coherence. One of each child’s parents was asked to fill out a questionnaire to report their parent-child share book reading experience to examine its relationship to the child’s metacognitive revising ability. Results of this study showed 1) these children’s metacognitive revising quality was different in three ages, 2) there was a significant relationship between metacognitive revising quality and the quality of the dictated story, and 3) the high-demand strategy during the parent-child share book reading was the best predictor of the children’s metacognitive revising quality.
