偏遠地區國民小學閱讀教育推動之行動研究

本研究旨在探討偏遠地區國民小學在實施閱讀教育推動之行動歷程，分析過去所存在的困境，根據現況與問題規劃出因應策略，以行動研究中行動、省思、修正、再行動的循環模式，於108學年度的第一學期與第二學期實施共兩次循環，最後經過回饋與修正，提出適用偏遠地區國民小學的閱讀教育推動方案。本研究透過文件分析、師生訪談、省思札記、觀察記錄，歸納主要發現與結論如下：一、偏遠地區國小過去實施閱讀教育推動計畫所遭遇的問題為：圖書館利用教育式微、圖書室位置偏遠使用率低、圖書書目偏少且老舊、借閱書籍及閱讀認證風氣不踴躍、教師閱讀教學時間不足、全校閱讀策略教學未整合。二、為改善過去實施閱讀教育推動計畫所遭遇的問題，所提出的因應策略以課程教學、資源整合、閱讀績效以及教師增能，共四個主軸做為規劃方向，並提出以下的具體作法：（一）課程教學層面，安排全校性的常態閱讀活動，並善用偏遠小校學生人數少的優勢，一為好書推薦使每位學生獲得展現閱讀想法的機會，二為藉由全校混齡共讀培養閱讀習慣，並激發不同年級間的分享與互助，營造良好的閱讀氛圍。（二）資源整合層面，設備層面除了透過教育部與民間企業的補助外，以設計親近圖書的空間為先，並且引進人力資源，邀請作家來訪規劃與作家有約之一連串的閱讀活動，藉此輔助課程教學的發展，雙管齊下有效維持學生閱讀興趣。（三）閱讀績效層面，閱讀行為與獎勵制度關聯性低，因此不需過度統計借閱或認證數量，反而應以減少外在獎勵，提升閱讀內在動機為主，在偏遠地區透過課後辦理閱讀課陪伴弱勢學生，能輔導其在閱讀能力的成長、引發閱讀動機。（四）教師增能層面，秉持著每一位教師都是閱讀教師的理念，藉由社群協助整合全校的閱讀策略，有助教師理解閱讀理解策略教學銜接的重要性，並藉由閱讀融入評量、引進專家教師進行公開觀議課，引導教師閱讀教學能力的提升。根據研究結果，本研究對偏遠地區國民小學閱讀推動人員及教師提出建議。

關鍵字

閱讀；閱讀教育推動；偏遠地區國民小學

並列摘要

The purpose of this study is to explore the course of action in the implementation of reading education in remote elementary school, analyze the dilemmas that existed in the past, plan response strategies based on the current situation and problems, and adopt a circular model of action, reflection, revision, and action in action research In the first semester and the second semester of the 108 academic year, a total of two cycles were implemented. Finally, after feedback and correction, a reading education promotion program for remote elementary school was proposed. This study summarizes the main findings and conclusions through document analysis, teacher-student interviews, reflection notes, and observation records： 1. The problems encountered by the elementary schools in remote areas in the past when implementing the reading education promotion plan were： the use of education in the library, the remote use of the library location, the book bibliography is too small and old, the trend of borrowing books and reading certification is not active, Teachers' reading teaching time is insufficient, and the whole school's reading strategy teaching is not integrated. 2. In order to improve the problems encountered in the past implementation of the reading education promotion plan, the proposed response strategy takes curriculum teaching, resource integration, reading performance and teacher empowerment, a total of four main axes as the planning direction, and proposes the following specific methods ：（1）At the level of curriculum teaching, arrange normal reading activities throughout the school, and take advantage of the small number of students in remote primary schools. One is to recommend good books so that each student has the opportunity to display reading ideas. The other is to mix ages throughout the school. Co-reading fosters reading habits, and encourages sharing and mutual help among different grades to create a good reading atmosphere. （2）At the level of resource integration, in addition to subsidies from the Ministry of Education and private enterprises, the equipment level takes the design of space close to books as a priority, and introduces human resources to invite writers to visit and plan a series of reading activities with writers. The development of supplementary curriculum teaching, two-pronged approach to effectively maintain students' interest in reading. （3）At the level of reading performance, reading behavior and the reward system have low relevance, so there is no need to over-count the number of borrowings or certifications. Instead, it should focus on reducing external rewards and improving the intrinsic motivation of reading. Accompanying disadvantaged students can guide their growth in reading ability and trigger reading motivation. （4）At the level of teacher empowerment, adhering to the concept that every teacher is a reading teacher, by helping the community to integrate the whole school's reading strategies, it helps teachers understand the importance of teaching comprehension of reading comprehension strategies, and through reading integration Evaluate and introduce expert teachers for open observation classes to guide the improvement of teachers' reading teaching ability. Based on the results of this study, this study makes recommendations for reading promotion personnel and teachers in remote elementary school.