儘管,過去眾多專家學者為協助國小學童養成閱讀習慣,提出各項研究成果,以作為教師協助時之參考依據。但因各解決方案皆由多種不同因素交叉作用而成,教師無法明確掌握各種因素之成效,致使大多數老師,依然在摸索有效的閱讀策略。 為此,本研究藉由文獻的蒐集與彙整過去成果,再透過質性訪談法建構出影響國小學童閱讀興趣關鍵因素架構。接著,以上述成果為基礎,本研究使用層級分析法計算出架構之重要度權重值。以上成果可作為教師規劃策略之時參照提升推動成效,達到學生閱讀習慣養成之目的。 最後,依據權重表中關鍵因素之重要度排序,以金字塔層級圖呈現本研究之管理意涵,分別從教師、主任、校長的視野,說明實務上之運用,具體提供有效提升閱讀興趣之方案。
In spite of that experts have developed many studies to help elementary school students make a habit to read, as well as being the reference for teachers. However, most teachers were in vain due to complex factors causing interaction effect. They can’t handle various factors connecting the result and try every heart to search effective reading strategies. In this case, the data based on Kawakita Jiro Method, the major influencing factors toward reading interests are gained by grouping and ranking documents. Moreover, it’s arranged from previous studies to transform into the framework of this study and by using focus group and Delphi Method to confirm the reasonableness and fitness of the structure. At last, by using Analytic Hierarchy Process, it’s from the angle of importance to find out the weight of every crucial influencing factor. Finally, the importance of the key factors based on the weight of the table sorting, hierarchical pyramid diagram showing the management implications of this study were from the vision teacher, director, principal, explained the use of practice on the specific interest of providing effective solutions to enhance reading.