德國自PISA2000後所推動的學前閱讀政策之探究─以聯邦與薩克森邦（Sachsen）為例

本研究以介紹與分析德國聯邦教育與研究部（Bundesministerium für Bildung und Forschung, BMBF）、閱讀基金會（Stiftung Lesen）和圖書館聯合會 (Bibliotheksverbaenden) 於2011年共同推行的「閱讀啟蒙三項里程碑」政策（Lesestart – Drei Meilensteine für das Lesen）為重點，同時以施行「閱讀啟蒙─與書籍共同成長」（Lesestart- Mit Buechern wachsen）的薩克森邦作為探究各邦推行學前閱讀教育政策之研究個案。另一方面，也以閱讀能力發展理論、閱讀動機及家庭對孩童閱讀能力之影響等閱讀相關理論為基礎，進一步檢視並探討「閱讀啟蒙三項里程碑」政策與「閱讀啟蒙─與書籍共同成長」能否和提升兒童閱讀動機做有效的連結。本研究分析了聯邦與薩克森邦所推動的學前閱讀促進政策之後，所得出的結論如下：1.此二政策強調家長是兒童早期閱讀經驗的關鍵性角色；2.此二政策皆認為基本閱讀能力是啟動兒童閱讀動機與行為的鑰匙；3.其所提供的閱讀啟蒙套組之設計，同時兼顧兒童與家長的需求。

關鍵字

德國；閱讀啟蒙；閱讀動機；親子共讀

並列摘要

The Study of this research is to introduce and analyzes the policy of “Lesestart – Drei Meilensteine für das Lesen?, which is funded and run by the Federal Ministry of Education and Research, the Reading Foundation and the Library Associations in 2011, and choose“ Lesestart- Mit Buechern wachsen?, which run by the Free State of Saxony in 2006, as a case study to understand early reading policy. Besides, the study will elucidate from the reading development, reading motivation and the family effect upon children’s reading literacy to understand whether “Lesestart – Drei Meilensteine für das Lesen?and “ Lesestart- Mit Buechern wachsen?can enhance children’s reading motivation. The conclusions are as follows: First, the parents are the crucial role of early childhood reading experience; Second, the basic reading ability is the key to motivate children’s reading motivation and behavior; Third, the Reading Start sets are satisfy both children’s and parents’ requirements.