教師與學校圖書館員協同閱讀教學對國小三年級學生閱讀理解能力影響之行動研究

分析國內眾多文獻與研究，協同教學有助於提升學生學習能力，但大多是教師和教師之間的協同教學為主，卻鮮少有研究學校圖書館員與教師的協同教學。因此本研究旨在探究教師與學校圖書館員協同閱讀教學課程對學生閱讀理解能力的影響，以及探討協同教學合作模式、實施歷程、教師與館員專業能力成長之影響。研究對象為協同教師所任教的三年級學生，共 28 位，進行 10 周，共 12 節課的閱讀理解課程。運用行動研究方式，透過文獻分析、實施歷程、學生測驗成績、自我評量、教學觀察記錄等資料分析比較。本研究發現如下：一、圖書館館員角色由提供諮詢服務、推薦館藏資源的低層次協同模式，進展至由館員與教師共同設計閱讀課程，與實施教學及評估之高層次協同模式。二、協同閱讀課程能增進學生閱讀理解能力 (一)協同閱讀課程能升國語文學習與課外閱讀興趣 (二)學生對協同閱讀課程持正向看法 (三)學生對於館員協同閱讀教學課程持正向看法三、協同閱讀課程能增進教師與館員的專業成長根據本研究結果，提出館員與教師在協同教學方面建議： (一)合作開啟階段，館員主動出擊，在學年或各科領域會議中，先提出具體可行的的主題課程計畫，開啟更多的合作關係。 (二)合作計畫階段，利用寒、暑假備課規劃課程，製作分工及協同時間表。 (三)合作實行階段，善用資訊與通訊軟體，溝通協調，適時彈性調整課程。 (四)合作評量階段，根據教學目標與教學活動，共同制定評量項目與標準，進行多元評量。 (五)合作檢視階段，課程自我評鑑，共同反思合作歷程，建立合作檔案。 (六)將圖書資訊利用教育納入學校本位課程，讓館員與教師的協同教學，有正式的課表與時間。

關鍵字

協同教學；圖書館館員；閱讀理解教學；六何法；圖書資訊利用教育

並列摘要

Numerous domestic documents and studies show that collaborative teaching can improve students’ learning ability, however, most of studies are based on collaborative teaching implementing by teachers rather than teachers working with school librarians. Therefore, this research aims to explore the influence of teachers and school librarians' collaborative teaching on students' reading comprehension ability and also discuss the collaborative teaching mode, implementation process, and the growth of teachers' and librarians' professional ability. The participants of this study are 28 third graders in the co-teacher’s class. There are 12 classes about reading comprehension during 10 weeks. Using action research methods to analyze data through document analysis, implementation process, students’ test results, self-evaluation and observation records. The findings of this study are as follows: 1. The role of librarians has evolved from a low-level collaborative model of providing consultation and library resources to a high-level collaborative model of designing lessons with teachers, teaching students and evaluating students’ performance. 2. Collaborative teaching can enhance students' reading comprehension ability (1) Collaborative teaching can promote students’ ability of literature learning and students’ interest of extracurricular reading. (2) The feedback from students about collaborative teaching are positive. (3) The feedback from students about collaborative teaching implementing by librarians are positive. 3. Collaborative teaching can enhance the professional growth of teachers and librarians. Based on the results of this research, suggestions for collaborative teaching implementing by librarians and teachers are put forward:iv (1) In the initial stage of searching for collaboration, librarians take the initiative to propose specific and feasible thematic course plans to open up more collaboration in grade-level meetings or academic meetings. (2) In the stage of collaboration planning, use winter and summer vacation to plan lessons, arrange division of labor and coordinate timetable. (3) During the collaborative implementation stage, make good use of digital devices and communication softwares to properly communicate, coordinate and adjust lessons flexibly. (4) In the collaborative teaching evaluation stage, based on the teaching objectives and teaching activities, jointly formulate evaluation items and standards and conduct multiple evaluations. (5) In the stage of collaborative teaching review, complete self-evaluation of lessons, joint reflection on the collaboration of the course and collaboration files. (6) Subsuming the library information programs into the school-based curriculum allows the students to have a full course teaching by teachers and librarians.