研究者執教小學多年，在語文教學上運用了大量的繪本作為補充教材。多年教學經驗，深知｢繪本｣因貼近生活經驗較能引起學習者共鳴，提升學習興趣，並能引發聯想力，在語文教學上能產生很大的功用和效能。因此，在探討華語教學時，研究者認為｢繪本｣也能發揮良好作用。本研究採用行動研究法，以繪本為媒材，呼應生活經驗和結合社會議題，透過ASSURE系統模式，發展合宜之華語課程，並以新住民親子共學的方式，進行三個循環的教學行動研究。研究過程中，透過文件檔案分析、現場參與觀察、錄影、錄音、對親子的訪談、課後評量、教學回饋單等方式，進行資料蒐集與分析。本研究之結果如下：
一、繪本適用於親子共學
二、繪本教學能提升新住民華語能力
三、繪本素材可轉化為新住民親子共學的第二語言教材
本研究亦證實，親子共學的方式除了能提升學習成效之外，並能增進新住民的親子關係。本文之末，根據研究結論對華語文教師及未來的研究者提出幾項建議。
During the years of teaching in elementary school, the author has incorporated picture books in language arts as additional teaching materials. Not only are picture books closer to real life experience of young minds, they are also the boost for motivation and imagination. They play a significant role in language teaching as well as language learning, especially in the context of teaching Chinese as a second language. Action research method is applied in this study with picture books which associate real life experience with current social issues. A mandarin-learning course is thus derived using the ASSURE system. In addition, the 3-cylcle teaching action research method is carried out in the parent-child collaborative learning. Data obtained from portfolios, observation, video and voice recordings, parent-child interviews, after class evaluations, and feedbacks are analyzed. The results are as follows:
1) Picture books are suitable for parent-child collaborative learning;
2) Picture books enhance the language ability of new inhabitants;
3) Picture books can be used as the teaching material for parent-child collaborative learning Chinese as a second language in new inhabitant families;
In addition, this research proves that parent-child collaborative learning not only enhances Chinese language proficiency but also family ties. Advice and suggestions are offered for mandarin teachers and future studies.
