疫情後偏鄉教師閱讀社群數位化運作之研究－以班級閱讀教學為例

本研究旨在探討偏鄉學校教師社群經營不易，同時，疫情因素更居隔彼此實體共同備課的機會。故本研究以簡易方便的數位軟體進行教師社群運作，以持續原有實體社群的運作。這近二年的研究執行以質性研究為主，研究個案以新北市偏遠地區三位教師所組成的閱讀社群為例，二年期間改以數位化線上共同備課方式進行。以三角交叉檢核法（triangulation），作為研究資料的檢核方式，取得可信的資料，包括：觀課記錄表、深度訪談記錄、課程設計教案、學生學習單、家長回饋表等，作為本研究成果。經過二年的研究歷程，具體成果如下：一、社群數位化明顯提升社群運作的便利性與彈性。二、完全克服偏鄉教師因地域條件，造成不便研討空間上的限制與困難。三、數位化亦能面對面討論、對話的形式，取代實體研討，亦能達到防疫功能。四、雲端共用文書資料不受實體研討空間、時間限制，隨時可以修正與增減。五、數位社群在班級閱讀教學成效呈現大幅進步，學生閱讀意願提高。六、錄影功能保存研討紀錄，便於會後修正與討論。綜上結論，本研究數位化社群發展促進學生學習大幅進步，且意願提高。故證實數位化社群運作非常適合在偏鄉地區推行，研究成果提供相關條件、背景之學校參採與應用。

關鍵字

數位化；閱讀社群；班級閱讀

並列摘要

To run a teacher's group of study reading benefits teachers' teaching and students' learning, especially for the students in remote areas; however, it is the challenging task to the teachers in the remote places, and it has more challenge in pandemic time. The researcher tries to keep the operation of the teacher's studying group in reading by the digital way The research conducts a 2-year digital project of teacher's reading study in remote areas in New Taipei City and collects the records of teaching observations, deeply reviews, the teaching plans, the students' papers, and the parents' feedback. To analyze all data by triangulation and the results show below: 1. The run the teachers' group of reading study by digital ways not only has the benefits of flexibility and convenience, but also reduces the difficulties in remote places and from pandemic. 2. To develop teaching ways online has the same effects with the face to face. 3. To store data in Cloud System has advantages for working, correcting, and keeping. 4. The recordings of teaching and discussing online can adjust and revise teaching. 5. Teachers, attending the digital teaching group, have the improvements of reading instructions and enhancing the class reading motivation. The digitized group of reading study has both advantages of teaching and learning in remote areas, and it can help the school in the remote areas in other cities in Taiwan.