本研究旨在探究國小兒童閱讀後現代圖畫故事時的拒絕反應，研究對象爲一所台南市國小的10名四年級學童，蒐集受試兒童個別有聲思考及小組討論五本後現代繪本的資料。
研究結果顯示兒童閱讀五本後現代繪本時產生不同類型的拒絕反應，又以「測試現實」及「文學批評」兩類較多，「排除式」拒絕則未出現於本研究。質的分析發現兒童常因書中描述與社會實況不符及不合物理原則等而拒絕故事；故事書的編排、撰寫、繪圖及後設策略等常成爲兒童「文學批評」類型的拒絕；不符喜好類型也是兒童拒絕的原因之一；少數兒童因投入個人的情緒而拒絕；兒童也因交織故事的前後文、比對原版故事、交織其他文本而質疑故事。
經由拒絕反應，兒童從被動的文章接受者，進一步化身爲批判的讀者，主動從故事和生活經驗中建構意義。教師應善用此拒絕反應，做爲引導閱讀理解及詮釋的教學契機 This study investigated children's resistance to reading five postmodern picture books. Participants were ten fourth grade students at a primary school in Tainan City. Data collection was mainly based on students' think aloud and small-group discussion protocols of five postmodern picture books.
Analysis of children's resistance indicated that children can display a broad range of resistance to postmodern picture books. Reality testing and literary critical resistance were most common resistant types, while exclusionary resistance did not manifest in this study. Qualitative analysis revealed that children might reject a story when they encounter incongruence between book and the reality around them. Children may become resistant due to the metafictive devices in the story books. Preferential or categorical resistance was also the reason for resistance. A few children engaged in their insecurities and anxieties and thus resistance. Some children compared the text with the version they were familiar with and exhibited intertextual resistance.
Through experiencing resistance, children become critical readers rather than just passive consumers of texts; they actively construct meaning. Teachers can employ resistance as an opportunity to engender deeper comprehension and more thoughtful interpretation.
