本研究旨為探究對話式閱讀技巧於幼兒情緒繪本共讀之應用及師生共讀情緒繪本之討論表現，研究對象為一位幼教師與29位大班幼兒，研究工具為16本幼兒情緒繪本，本研究蒐集之資料包括師生共讀情緒繪本語料、小組閱讀活動檢討及幼教師閱讀活動省思，研究結果發現，幼教師接受對話式閱讀技巧訓練後，(一)運用開放性問題引導幼兒討論情緒議題的比例高於封閉性問題；(二)較常使用「回憶」與「聯想」的閱讀技巧；(三)師生情緒主題討論內容更為多元；(四)幼教師接受對話式閱讀技巧應用於幼兒情緒學習領域訓練是必要的。依據研究結果，提出幼兒情緒繪本共讀內容及閱讀技巧建議。

This study examined the application of dialogic reading strategy by using children’s books regarding emotionally-sensitive topics and explored the teacher-student book discussions. The participants of the study included one teacher and her 29 five- to six-year-old students. Sixteen children’s picture books that were related to eight emotionally-sensitive topics were used as the reading materials. This study collected oral data, group reviews, and the teacher’s feedback. The results indicated that the frequency of open questions used by the teacher was higher than that of closed questions. In addition, the reading skills of recall and distance were used more frequently than those of prompt and repeat. Third, compared to the first time shared reading, teacher-student book discussions on emotionally-sensitive topics seemed more diverse, in terms of content. Finally, the training on children’s skills of reading books about emotionally-sensitive topics appeared to be essential. Suggestions were also made for future research and educators.