[目的/意义] 探究亲子阅读的学理特征，为优化亲子阅读服务提供新的思路。[方法/过程] 借助传播学中的"仪式观"和"传递观"理论，结合亲子阅读实践活动进行相应的学理分析。[结果/结论] 亲子阅读作为仪式和传递共存的一种知识传播方式，在其知识传播过程中将自我传播、人际传播、大众传播相互交织起来用以实现知识的传递和习得功能；同时在知识传播的过程中承担着建构新秩序、维系共同感的仪式功能。因此，在亲子阅读的推广实践中，专业亲子阅读机构、公共图书馆、书店、父母应强化其知识传播仪式性和传递性的学理认知，并依据各方的实际需求做出相应的调整，使得亲子阅读的推广和实施效果得以优化。

[Purpose/significance] This paper aims to explore the academic characteristics of parent-child reading and provide better parent-child reading service.[Method/process] This paper uses the ritual view and the concept of transmission in the communication to do some academic analysis, combining practical activities of parent-child reading.[Result/conclusion] Parent-child reading is a kind of knowledge transmission mode coexisting ritual and transmission. In the process of knowledge dissemination, parent-child reading comprehensively utilizes a variety of communication methods to achieve the transfer and acquisition of knowledge, such as intrapersonal communication, interpersonal communication and mass communication. At the same time, parent-child reading bears the ritual function of constructing new order and maintaining common sense. Therefore, this paper finds that, in parent-child reading practice, professional parent-child reading agencies, public libraries, bookstores and parents should strengthen their theoretical cognition of knowledge communication coexisting ritual and transmission, and then, make the appropriate adjustments according to the actual needs to strengthen the promotion and optimization of parent-child reading.