教學活動策略使用的多寡與學生閱讀成就研究
—以PIRLS 2011為例

本研究以國際教育成就評鑑協會﹙International Association for the Evaluation of Educational Achievement，IEA﹚2011年所舉辦的促進國際閱讀素養研究﹙Progress in International Reading Literacy Study，PIRLS﹚為資料，自49個參與國中篩選出符合研究的36國，從中選取對學生閱讀表現較有相關的三項因素，再以教師教學活動策略使用多寡的比例，分成高、低兩組的對比群組，運用敘述統計、相關係數分析、資料包絡分析的對等比較模式作為分析工具，探討各國教師教學活動策略﹙IESL﹚使用的多寡與學生閱讀成就的關係。研究結果顯示： ﹙一﹚ 故事體、說明文評量中，以故事體之鑑別度較佳。 ﹙二﹚ 影響學生學習成就的三個因素中，學齡前的識字活動、學校三年級前開始教導閱讀技巧與策略、學生喜愛閱讀的程度，與說明文、故事體二項成績表現上都有正向關係，尤以學校三年級前開始教導閱讀技巧與策略的相關性最高。 ﹙三﹚ 根據資料包絡分析對等比較模式績效評估實證結果證明，低IESL群組之教育績效優於高 IESL 之群組。 ﹙四﹚ 依DEA對等比較模式績效評估之效率值分析，亞洲華語區國家中香港、台灣、新加坡的教育績效要優於其他亞洲及西方國家。 ﹙五﹚ 教育績效與學生的閱讀成績表現有明顯正相關。

關鍵字

教育績效；資料包絡法；對等比較模型

並列摘要

This thesis aims to explore three influential factors about reading associated with teachers’ instruction to engage students in learning﹙IESL﹚and students’ reading achievement by analyzing the results of 36 countries selected from 49 participants based on the “Progress in International Reading Literacy Study 2011” ﹙PIRLS 2011﹚, which is developed by the “International Association for the Evaluation of Educational Achievement” ﹙IEA﹚. The 36 countries had been divided into 2 groups based on the percentage of teacher’s IESL. The research methods are descriptive statistics and the Bilateral Comparison of data envelopment analysis﹙DEA﹚. The major findings are summarized below： 1. The results show more significant discrimination in literary reading than in informational reading. 2. There are three key factors positively correlate with literary and informational reading grades： early literary activities before primary school, emphasis in early grades on reading skills and strategies at third grade or before, and the level of students’ reading affection; and the second factor mentioned above has the greatest correlation. 3. The Bilateral Comparison of data envelopment analysis proves that the educational performance of low IESL group is greater than the high IESL group. 4. The Bilateral Comparison of data envelopment analysis shows that the educational performance in Hong Kong, Taiwan, and Singapore is higher than other Chinese countries in Asia and western countries. 5. The educational performance and students’ reading achievement have high positive correlation.