本研究的目的旨在深入幼兒園教室，描繪出兩位幼兒教師在共讀活動中營造心智言談互動氛圍的相關舉措，並進一步瞭解其實踐歷程中的困難、因應以及實踐後的收穫。研究方法係採取研究者參與的質性取向研究。資料的蒐集方式包括現場觀察、訪談、討論、合作小組會議、教學規劃與省思。研究結果獲致以下五個結論：(一)、釋放發言權與促進解讀的教師角色調整是營造心智言談氛圍的首要之務；(二)、合作教師有關心智的圖畫書選擇考量是豐富心智言談題材的積極徑路；(三)、合作教師的心智言談策略運用不僅顧及了幼兒對人類心智的普遍認識，同時也促進幼兒對心智的主客觀理解與表達；(四)、合作教師的困難源自於運用心智語詞與語法的言談習慣養成、心智內容的掌握以及言談技巧的改善等三方面因素；(五)、合作教師的收穫兼含實務上的精進與觀念上的反思。

This research aims to study a case of two preschool teachers’ attempts on establishing the interactive mental talk atmosphere in the joint reading activities in class, in addition, exploring their difficulties, responses, and gains through the process. The research conducts the method of qualitative approach with the participation of the researcher, gathering the data by spot observation, interviews, discussions, team meeting, and curriculum design and reflection; thus, the results of the research are as follows: 1. Encouraging talking and active interpretation are teacher’s primary task to establish the atmosphere for mental talk; 2. The participants’ choices of using picture books regarding mental topics in the process can enrich the mental talk; 3. The participants employ mental talk strategies not only introducing the preschool children an overall picture of human mental status, but also building up for the preschool children the subjective and objective way for understanding and expressing the subject of mental; 4. The difficulties occurred consist of three parts: the mastery of expressions and grammar of mental talk and the cultivation of talking habit, the control of the content of the mental talk, the improvement of the talking skill; 5. The participants advance the practical operation and are stimulated by the new thoughts.

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