臺灣國民小學閱讀教育政策執行現況、 影響因素及評估研究

A Study on the Implementation Situation, Influencing Factors and Evaluation of the Reading Education Policy in Taiwan’s Elementary School

許雅惠(Yea-Huey. Sheu)

指導教授 ： 顏國樑

國立清華大學/竹師教育學院/教育與學習科技學系/博士(2017年)

摘要

教育部閱讀教育政策是影響教師推動閱讀教學的重要圭臬。本研究旨在了解國民小學教育人員執行閱讀教育政策的現況，探討國民小學閱讀教育政策影響因素與執行評估的相關情形及影響。研究方法為問卷調查法與訪談法。研究對象為臺灣地區國民小學教育人員，共發出790份問卷，回收率75%，有效樣本共484份。問卷回收後分別以因素分析、信度分析、敘述統計、獨立樣本t考驗、單因子變異數分析、積差相關及典型相關，以及逐步多元迴歸分析等統計方法進行分析。另外，立意抽取10位教師進行訪談研究。訪談資料謄寫成逐字稿，將訪談的結果，配合相關文獻與問卷調查結果，作交互分析討論。根據研究結果與分析歸納之研究結論如下：
一、國民小學教育人員知覺閱讀教育政策之現況達到中程度，其中以「推動小一新生閱讀推廣計畫贈書活動」和「推動晨讀123－國民中學推動晨讀運動」兩個活動對現場推動閱讀最有助益；而「充實學校圖書館圖書設備」及「提升學生閱讀興趣與動機」是最需要政策解決的問題。
二、國民小學教育人員知覺閱讀教育政策影響因素達到中程度。其中以
執行機關特性影響閱讀教育政策最大。
三、國民小學教育人員知覺閱讀教育政策執行評估達到中程度。其中以
政策設計適當性執行成效最高。
四、不同職務以擔任校長對閱讀教育政策影響因素與執行評估的知覺程度較高。
五、研究所以上、閱讀相關科系畢業的老師對閱讀教育政策影響因素的知覺程度較高。
六、研究所以上、非閱讀相關科系畢業的老師對閱讀教育政策執行評估的知覺程度較高。
七、國民小學閱讀教育政策影響因素與執行評估具有顯著的正相關。
八、「政策本身特質」與「政策目標達成度」之間有顯著相關。
九、閱讀教育政策影響因素中政策本身特質對執行評估最有預測效果。

　　本研究根據以上結論，提出幾點建議提供教育行政單位、國民小學校長、教師與未來相關研究作參考。

關鍵字

閱讀教育政策 ； 政策影響因素 ； 政策執行評估

並列摘要

The reading education policy in Taiwan is an important criterion that affects teachers to promote reading instruction. The purpose of this study is to understand the current situation of the implementation of the reading education policy of the national elementary education personnel and to explore the relevant situation and influence of the influencing factors and implementation evaluation of the elementary school primary education policy. The research method is questionnaire survey and interview method. A total of 790 questionnaires were sent to the national elementary education staff in Taiwan, with a recovery rate of 75% and a total of 484 valid samples. After the questionnaire was collected, the statistical methods were analyzed by factor analysis, reliability analysis, narrative statistics, independent sample t test, single factor variance analysis, product difference correlation and typical correlation, and stepwise multiple regression analysis. In addition, the intention of extracting 10 teachers to conduct interviews. Interviews were transcribed into verbatim, and the results of the interviews were discussed with the relevant literature and the questionnaire. According to the results of the study and analysis summarized the conclusions are as follows:
First, the national elementary school educators perceived reading education policy to achieve the status of the degree. Which is "to promote the development of a small new student to promote the program to promote the book"; and "promote the morning reading 123- National High School to promote morning reading campaign" two activities to promote the most helpful on-site reading; and "enrich the school library books and equipment "and" raising students' reading interests and motives "are the most in need of policy resolution.
Second, the national elementary school educators perceived reading education policy influencing factors to achieve the degree. Which affect the characteristics of the executive authorities to read the largest education policy.
Third, the national elementary school educators perceived reading education policy implementation assessment to achieve the degree. Which is the most effective implementation of policy design.
Fourth, different positions to serve as principals on reading education policy factors and the implementation of the assessment of a higher degree of awareness.
Fifth, the Institute of the above, read the relevant departments of graduate teachers to read the impact of educational policy awareness of a higher degree of factors.
Sixth, the Institute of non-reading related departments of graduation teachers to read the implementation of the evaluation of education policy awareness of a higher degree.
Seventh, there are significant positive correlations between the influencing factors of reading education policy in national elementary school and the implementation evaluation.
Eighth, there is a significant correlation between "policy itself" and "policy objective achievement".
Nine, read the impact of educational policy on the policy itself, the characteristics of the implementation of the assessment of the most predictive effect.
　　Based on the above conclusions, this study puts forward some suggestions to provide educational administrative units, national elementary school principals, teachers and future related research as a reference.

並列關鍵字

reading education policy ； policy influencing factors ； policy evaluation

參考文獻

吳清基（2010）。推動臺灣的閱讀教育—全民來閱讀。研考雙月刊，34(1)，62-66。

簡馨瑩（2007）。國小教師之教學專業發展研究：以閱讀策略教學為例(未出版之博士論文)。國立台灣師範大學，臺北市。

壹、中文部分

中小學數位閱讀計畫（2014）。取自:http://elfess.ee.ncku.edu.tw/

planCase/AboutPlan.aspx。