高中生參與走讀文學地景閱讀推廣活動與學習成果—以彰化縣立二林高中為例

學校圖書館的經營應提供各種資源，讓學生從多樣性學習中具備更寬廣的視野、理性思辨與批判的能力，提升學生的閱讀能力，學校圖書館身為校園學習中心需擔負起的重責大任。本研究以高中圖書館閱讀推廣活動裡推動走讀地景文學的情形，研究蒐集圖書館推動走讀文學活動的方式與成效。本研究採用文獻分析法、文本分析法、問卷調查法、訪談法，進行走讀文學活動實施計畫、研究對象參與走讀活動之閱讀心得寫作學習單進而蒐集量化資料並加以驗證。本研究發現: 1.高中生的走讀地景文學活動中閱讀推廣落在「普通」與「同意」區間。 2.高中生的走讀地景文學活動中理解與寫作落在「普通」與「同意」區間。 3.高中生的走讀地景文學活動中情感落在「普通」與「同意」區間。 4.不同「性別」高中生在「閱讀推廣」、「理解與寫作」、「情感」上皆無顯著差異。 5.不同「年級」高中生在「閱讀推廣」有顯著差異性，但在「理解與寫作」、「情感」上無顯著差異。走讀文學地景閱讀當能以圖書呈現勾勒出與讀者的共鳴，社會性與情感的連結地景文學的閱讀，訴說著走讀地景文學活動，對於地景文學印象深刻，當能創造閱讀推廣活動與學習成果的提升。本研究貢獻可提供高中生參與學校圖書館走讀地景文學引發對鄉土的情懷，藉此供相關單位參考，提供辦理培養高中生對台灣在地關懷的教育課程。

關鍵字

走讀文學；閱讀推廣活動；學習成果

並列摘要

ABSTRACT The operation of the school library should provide various resources to enable students to have a broader vision, rational thinking and critical ability in diversity learning, and enhance students’ reading ability. The school library needs to take on the responsibility of the campus-learning center. This study uses the high school library reading promotion activities to promote the study of landscape literature, and studies the ways. The effects of collecting library are activities to promote reading literature. This study uses literature analysis, questionnaire survey, Textual Analysis and interview methods to carry out the study of literary activities. The research subjects participate in the reading experience of the day-to-day reading and then collect the quantitative data and verify that. This study found that: 1. Reading promotion in high school students’ reading and reading landscape activities falls within the “normal” and “consent” sections. 2. The understanding and writing of high school students’ reading and writing landscape activities falls within the “normal” and “consent” areas. 3. The high school students’ emotions in the literary activities of the reading and writing are in the “normal” and “consent” areas. 4. There is no significant difference in “reading promotion”, “understanding and writing” and “emotion” among different “gender” high school students. 5. There are significant differences in “reading promotion” among different “grade” high school students, but there is no significant difference in “understanding and writing” and “emotion”. Reading the literary landscape can be a book that presents a resonance with the reader, a social and emotional connection to the reading of the landscape. The result of studying the landscape activities of the landscape, and was deeply impressed by the landscape literature. It was possible to create reading promotion activities and learning achievements. The contribution of this study can provide high school students to participate in the school library to read the landscape literature to trigger the feelings of the local community, in order to provide reference for the relevant units, training courses for the training of high school students.