過去的研究發現，透過探究蝴蝶頁，可以讓幼兒對圖畫書的內容有更深一層的理解（Sipe & McGuire, 2006；周婉湘，2014），值得提供幼兒深入探究和詮釋。然而成人與幼兒共讀圖畫書時，蝴蝶頁卻是經常被跳過和忽略的部份。因此，本研究之目的為：（一）分析師生共讀圖畫書前後，幼兒理解蝴蝶頁所依據的脈絡訊息以及銓釋的內容；（二）探究幼兒創作蝴蝶頁的內容以及意涵；（三）記錄幼兒閱讀圖畫書蝴蝶頁歷程中態度的轉變。研究參與者為幼兒園教師及十五名大班幼兒，資料收集包括與幼兒團體共讀八本具有不同蝴蝶頁設計的圖畫書，邀請幼兒為每本圖畫書設計蝴蝶頁，以及個別訪談幼兒。研究結果發現幼兒對蝴蝶頁的理解來自於對文字及圖像訊息間的累加與衝突，透過蝴蝶頁的訊息推測故事內容、與其它文本相連結、指出蝴蝶頁在圖畫書中扮演的角色；在共讀後，亦可以透過故事正文獲得對蝴蝶頁更豐富及多元的回應。然而，無論是在共讀正文前後，幼兒也從訊息的脈絡中，發展出對蝴蝶頁的質疑和批判的聲音。而幼兒蝴蝶頁創作呈現了個人對故事內容感受的表達、設計獨立於文本外的故事、或甚至使用多元的素材表現獨特的立體蝴蝶頁設計。最後，當教師選擇多元設計類型蝴蝶頁的圖畫書，透過長時間引導幼兒閱讀蝴蝶頁的內容，幼兒對蝴蝶頁的詮釋及理解愈來愈深入、愈來愈融入，回應也愈來愈多元。依據上述發現，本研究提出教學實務上以及未來研究方向之建議。

The past researches had found that the exploration into endpapers could enable children to have deeper understanding about the contents of picture books (Sipe & McGuire, 2006; Chou, 2014), which was worth children deeply exploring and interpreting. However, when an adult read a picture book with a child, endpapers were often skipped and ignored parts. Therefore, the purposes of this study were: (1) to analyze the context information based on, and interpreted content conducted by children in interpretation of endpapers before and after teachers and students read picture books together; (2) to explore the contents and connotation of endpapers created by children; (3) to record the change of children’s attitude during the process of reading endpapers of picture books. The study participants were one kindergarten teacher and 15 children. Data collection methods included reading eight picture books with different designs of endpapers with children, inviting children to design endpaper of each picture book, and interviewing the children. The study findings showed that the response of children to endpapers came from accumulation and conflict between text and image information. Children speculated story contents, connected them with other texts, and pointed out the role of the endpapers in each picture book through information on endpapers, as well as acquired more abundant and diverse contexts of response to endpapers through the text of a story. Nevertheless, before and after they read the text, children also developed their questions and criticism on endpapers from the context of information. Children's creation of endpapers presented their feeling expression of story content, story design independent of text, or even utilization of multiple materials to manifest unique stereoscopic endpaper design. In the end, when the teacher selected picture books with endpapers of multiple design types and guided children to read the contents of endpapers for a long time, the children had deeper and more integrated interpretation and understanding about endpapers, as well as more diverse responses. On the basis of the above findings, the study proposed suggestions for teaching practice and future research direction.

參考文獻
中文
王文科（2000）。教育研究法。臺北市：五南。
李奉儒（譯）（2001）。質性教育研究之基礎。載於李奉儒、高淑清、鄭瑞隆、林麗菊、吳芝儀、洪志成、蔡清田（譯）（2001）。R. C. Bogdan 著。質性教育研究：理論與方法（頁5-68）。嘉義市：濤石文化。
吳芝儀、廖梅花（譯）（2001）。A. Strauss ＆ J. Corbin著。質性研究入門：紮根理論研究方法。嘉義市：濤石文化。
周育如、黃迺毓（2010）。親子共讀情緒言談與幼兒情緒理解能力之關係檢視。教育科學研究期刊，55（3），33-60。
周穆謙、黃靖原、溫孟瑀（2015）。啟發兒童閱讀：動植物兒童讀物的圖像表現形式與功能分析。教育傳播與科技研究，110，19-40。
周婉湘（2014）。這一頁不用讀？：幼兒與成人共讀對圖畫書近文本的回應與理解。教育與實踐研究，27（2），1-32。
林真美（譯）（2005）。河合隼雄、松居直、柳田邦男著。繪本之力。台北：遠流。
林美琴（2012）。繪本有什麼了不起？。台北：天衛。
林歆晏（2009）。幼兒閱讀顛覆傳統圖畫書之回應行為（未出版之碩士論文）。國立屏東教育大學教育行研究所，屏東。
林慧娟、周婉湘（2012）。「沒有字怎麼讀？」：幼兒閱讀無字圖畫書中之圖像語言。當代教育研究，20（3），1-37。
林意紅、劉幸玟、林佩蓉（2013）。幼兒閱讀深度理解與批判性思考之實驗課程。國教新知，60（4），20-32。
徐宗國（譯）（1997）。A. Strauss ＆ J. Corbin著。質性研究概論。臺北市：巨流。
高敬文（1999）。質化研究方法論。台北市：師大書苑。
高淑清（譯）（2001）。質性研究設計。Bogdan, R. C. 著。載於黃光雄（主譯），質性教育研究：理論與方法（頁69-104）。嘉義市：濤石文化。
畢恆達（1998）。社會研究的研究者與倫理。載於嚴祥鸞、余漢儀、畢恆達、周雅容、胡幼慧（主編），危險與秘密：研究倫理（頁31-91）。台北：三民。
教育部（2016）。幼兒園教保活動課程大綱。台北：教育部。
胡幼慧（2008）。質性研究：理論、方法及本土女性研究實例。高雄市：巨流。
莊明貞、陳怡如（譯）（2005）。C. Glesne 著。質性研究導論。台北市：高等教育。
陳涵榆、羅翠華、郭李宗文（2000）。泰雅文化融入繪本教學。幼兒教育，299。
陸雅青（1999）。藝術治療。臺北：心理。
黃政傑、張芬芬、蔡敏玲、黃瑞琴、孫敏芝、熊召弟、…王錦珍（1996）。質的教育研究：方法與實例。台北市：漢文。
黃鳳芬、鄭瑞菁（2012）。幼兒圖畫書提問教學之行動研究。載於國立屏東教育大學幼兒教育學系主辦之「一圖千言─圖畫書的繽紛世界」學術研討會論文集（頁47-70），屏東市。
黃瑞琴（2008）。質的教育研究方法。臺北市：心理。
楊大春（1997）。讀者反應理論。臺北市：智揚文化。
廖春美（2008）。閱讀乃社會互動的歷程---以小班幼兒對圖畫書的反應為例。明新學報，34（1），281-296。
趙 雲（1997）。兒童繪畫與心智發展。臺北市：藝術家。
劉鳳芯、吳宜潔（增譯）（2011）。P. Nodelman, ＆ M. Reimer 著。閱讀兒童文學的樂趣。臺北市：天衛文化。
鄭瑞菁（2009）。幼兒對後設圖畫書的回應行為之探究。行政院國家科學委員會專題研究計畫成果報告。
潘淑滿（2008）。質性研究：理論與應用。臺北市：心理。
蔡敏玲、戴芳煒（2008）。畫一個星星給我:和幼兒一起編織文學密網。教育與實踐研究，21（1），133-162。
戴芳煒、 蔡敏玲（2013）。大班到小學一年級兒童回應圖畫故事書的思考脈絡。教育與實踐研究，26（1），1-32。

英文
Harold, K. Bush Jr. (1994). Reader response theory: Reading, writing, and literature practices in classrooms. ERIC, 33 (4), 326-330.
Lopatovska, I., Hatoum, S., Waterstraut, S., Novak, L., & Sheer, S. (2016). Not just a pretty picture: Visual literacy education through art for young children. Journal of Documentation, 72(6). 1197-1227
Morgan, P. L., & Meier, C. R. (2008). Dialogic reading’s potential to improve children's emergent literacy skills and behavior. Preventing School Failure, 52, 11-15.
Maine, F. (2013). How children talk together to make meaning from texts: A dialogic perspective on reading comprehension strategies. Literacy, 47(3), 150-156.
Martinez, M. G., & Harmon, J. M. (2014). An investigation of teachers’ growing understandings of the picture book format. Reading Psychology, 36(4), 299-314.
Martinez, M. G., ＆ Teale, W. H. (1993). Teacher storybook reading style: A comparison of six teachers. Research in the Teaching of English, 27 (2), 175-199.
Nancy, D. C., ＆ Cynthia, R. H. (1987). Reader response: An alternative way to teach students to think about text. Journal of Reading, 30 (6), 530-540.
Prior, L. A., Willson, A., & Martinez, M. (2012). Picture this: Visual literacy as a pathway to character understanding. The Reading Teacher, 66(3), 195-206.
Ping, M. T. (2014). Group interactions in dialogic book reading activities as a language learning context in preschool. Learning, Culture and Social Interaction, 3, 146-158.
Patricia, R. F. (1987). Reader-response theory:  A practical application. The Journal of the Midwest  Modern  Language  Association, 20 (2), 28-40.
Sipe, L. R. (2008b). Storytime: Young children’s literary understanding in the classroom. New York, NY: Teacher’s College Press.
Sipe, L. R., & Carol, D. W. (2007). A unique visual and literary art form: Recent research on picturebooks. Language Arts, 84(3), 273-280.
Sipe, L. R., & McGuire, C. E. (2006). Picturebook endpapers: Resources for literary and aesthetic interpretation. Children's literature in Education, 37(4), 291-304.
Spiegel, D. L. (1998). Reader response approaches and the growth of readers. Language Arts, 76 (1), 41-48.
Serafini, F. (2015). Multimodal literacy: From theories to practices. Language Arts, 92 (6), 412-422.
Swain, C. (2010). “It looked like one thing but when we went in more depth, it turned out to be completely different”: Reflections on the discourse of guided reading and its role in fostering critical response to magazines. Literacy, 44(3), 131-136.
Trivette, C. M., & Dunst, C. J. (2007). Relative effectiveness of dialogic, interactive, and shared reading interventions. Learning, 1(2), 1-12.

Teale, W. H., Kathleen, A. P., Jennifer, G. L., & Hoffman, J. L. (2015). Student engagement in classroom read-alouds: Considering seating and timing. Illinois Reading Council Journal, 43(3), 7-14.
Teresa, D. & Emma, B. (2011). Before and after the picturebook frame: A typology of endpapers. New Review of Children’s Literature and Librarianship, 17, 122-143.
Whitehurst, G. J. (1992). Dialogic reading: An effective way to read to preschoolers. Retrieved November 12, 2016, from http://www.readingrockets.org/article/400.
Walsh, R. L. ＆ Hodge, K. A.（2016）. Are we asking the right questions? : An analysis of research on the effect of teachers’ questioning on children’s language during shared book reading with young children. Journal of Early Childhood Literacy, 0(0), 1-31.
What Works Clearinghouse. (2006a, October). Dialogic reading. Rockville, MD: Author. Retrieved November 21, 2016, from http://www.whatworks.ed.gov/Inter- vention.asp?iid=271&tid=13&pg=topic.asp
Wolfenbarger, C. D., & Sipe, L. R. (2007). A unique visual and literary art form: Recent research on picturebooks. Language arts, 84(3), 273.