國中閱讀素養及教學策略初探

A Discussion on Reading Literacy and Instruction Strategies in the Middle School

陳昱霖(Yi-Lin Chen) ； 陳昭珍(Chao-Chen Chen)

《國文天地》 301期 (2010/06) Pp. 113-128

摘要

閱讀素養以前的定義是讀寫能力，歷經社會時代環境的變化，像教育改革、文化變遷、科技進步，以及資訊與知識的與時俱進，於20世紀轉為著重解碼及理解的分項技能，到70年代後則將之視為心理認知的過程，並依之建立理論的基礎，作為閱讀素養教學之研究與實際課程應用的依據。本文嘗試藉由了解閱讀素養的定義以及國中生所需具備的閱讀素養為開端，再以認知理論基模論探究閱讀及閱讀素養教學歷程，進而整理目前在閱讀素養教學上可使用的教學策略，提供未來國中進行閱讀素養教學之參考，以達到培養國中生閱讀素養之教育目標。

關鍵字

閱讀 ； 素養 ； 閱讀教學

並列摘要

Reading literacy was formerly defined simply as reading and writing skills. With the social evolution due to the education reformations, the cultural transformation, the technological advancement, and the exponential increases of the available information and knowledge in the 20th century, reading literacy has expanded to include decoding and comprehension skills.
Until 1970, reading literacy was viewed as the process of psychological cognition to build the theoretical foundation for the research of reading literacy and instruction, as well as, the proof of the practical curriculum implementation. This paper will begin with the comprehension of the definition of reading literacy and the required reading literacy skills of the middle schools' students. Next, the paper will acknowledge the theoretical schema model to discuss the process of reading literacy and instruction. Finally, this paper will arrange and present the current available instruction strategies for reading literacy and instruction, in order to provide references for the future application of the reading literacy and instruction in the middle schools to fulfill the purpose of nurturing the reading literacy among the middle school students.

並列關鍵字

Reading ； Literacy ； Reading Instruction