學科閱讀研究與教學之探討

台灣過去一、二十年積極推展閱讀教學與閱讀理解，成效不彰。閱讀教學真正的目的是希望讀者透過閱讀來學習，所以閱讀理解是個工具，學科內容的學習才是目的。學科閱讀(content reading 或disciplinary reading)的研究在國外已經有相當長的歷史，是閱讀研究學者關注的研究議題，也是各學科領域作為提升學科素養與學習內容知識的教學策略。本文以理論探討與文獻分析為方法，首先闡述在學科領域最常見的訊息類文本閱讀的重要，接著評析國外學科閱讀的研究與教學，並藉以進一步闡釋學科閱讀的內涵以及可能的教學策略，然後本文檢視國內學科閱讀研究與教學的現況樣貌，最後對國內學科閱讀研究與教學提出啟示與建議。本文期能幫助國內實務教師認識學科閱讀，並促成更多不同學科領域的學科閱讀教學研究。

關鍵字

訊息類文本；閱讀教學；學科閱讀

並列摘要

A great number of efforts have been put forth to promote the teaching of reading and reading comprehension in the past decade or two in Taiwan, and students are performing better in international reading evaluations. The ultimate goal of reading instruction is helping students to learn through reading. Comprehension is the means; learning knowledge and building competence in various subject areas is the goal. Research in content reading, or disciplinary reading, has a long history in the West. It is an important part of reading research and also an effective strategy in the teaching of content knowledge. Adopting theoretical discussion and literature analysis research methods, this paper first elaborates the importance of reading informational text, a genre most commonly found in content area learning. The session about content reading research and instruction outside Taiwan illustrates how content reading is defined and practiced. Then the current state of content reading research and practice in Taiwan is reviewed, which is followed by suggestions and implications for future research. It is hoped that this paper would help teachers in Taiwan better understand what content reading is. This paper would also encourage further future research in content reading research and practice in Taiwan.