南投縣921重建區中小學圖書館營運現況及終身學習服務機制建置之研究

邱明煌(Ming-Huang Qiu)

指導教授 ： 林孟真

國立臺灣師範大學/教育學院/社會教育學系在職進修碩士班/碩士(2006年)

摘要

中文摘要

本研究旨在探討南投縣921重建區中小學圖書館營運現況及終身學習服務機制建置之情形。針對重建區中小學圖書館重建理念及終身學習推動之願景與展望，以透過重建區各中小學圖書館館藏資源、空間配置、圖書館服務項目及功能，與提供及培養中小學師生及社區民眾終身學習服務措施等方式，以普查南投縣重建之國小、國中、高中職等123所學校圖書館業務人員各1人共計123位為研究對象進行問卷調查。

根據研究結果，獲致以下結論及建議：
一、921重建區中小學重建工程，雖將圖書館納入重建範圍，但未將終身學習及師生自我學習理念納入重建設計重點，亦沒統塑出終身學習理想願景。
二、921重建區中小學圖書館未能重視終身學習服務的基礎工作-建置館藏資源、重視空間配置、強化終身學習能力之培養。
（一） 重建區中小學圖書館館藏資源未多元有效，且城鄉差距落差甚大。
（二） 重建區中小學圖書館空間規劃配置不甚得宜，為升學考量，大部份圖書館設置「閱覽室」，未考慮終身學習情境之佈置。
（三） 重建區中小學圖書館服務項目功能，只重視「讀者服務」中的「出納流通」與「館內閱讀」，其餘「推廣服務」、「網路資源服務」、「技術服務」半數以上圖書館皆無法做到。
三、921重建區中小學圖書館提供師生終身學習服務機制
（一） 重建區中小學圖書館多認同「利用校園網路資源」、「電腦研習」及辦理「圖書館利用教育」能培養提升教師終身學習能力。
（二） 重建區中小學圖書館多認同辦理「圖書館利用相關比賽」、「讀書會」、「圖書館之旅」能積極提升學生終身學習能力。
（三） 重建區中小學圖書館認為與社區公共圖書館或大專院校圖書館合作辦理終身學習推廣活動效果最佳。
（四） 重建區中小學圖書館認為館際合作辦理「圖書借閱交流」、「進修研習」、「座談會或演講」及「資料庫分享」可切實提升終身學習能力。
四、921重建區中小學圖書館提供社區民眾終身學習服務機制。
（一） 重建區中小學圖書館認為善用社區資源，可強化社區居民之終身學習能力。
（二） 重建區大部份中小學校圖書館與社區皆無互動，無法提升社區民眾終身學習能力。
（三） 重建區中小學圖書館認同可與社區民眾合辦各項推行社區文化重建活動，提升社區民眾終身學習能力。
最後根據本研究結論，對教育行政機關、學校、圖書館及教師提出建議。
關鍵字：重建區中小學圖書館、終身學習服務、終身學習能力

關鍵字

重建區中小學圖書館 ； 終身學習服務 ； 終身學習能力

並列摘要

Abstract
The purpose of this study is to explore the establishment of lifelong learning service mechanisms in junior high and elementary school libraries in reconstruction areas of Nantou County after the 921 Earthquake. This study emphasizes the visions of reconstruction and hopes for the promotion of lifelong learning in the junior high and elementary school libraries in reconstruction areas. A survey is conducted on the library resources, spatial arrangements, and library service items and functions, as well as the measures used to provide and cultivate lifelong learning for junior high and elementary school students and the public in the junior high and elementary school libraries of the reconstruction area. Questionnaires were given to one librarian each from the 123 libraries of elementary schools, junior highs, high schools, and vocational schools, for a total of 123 research subjects.
Based on results of the study, the following conclusions and suggestions are given:

1. Even though the reconstruction works of junior high and middle schools in the 921 reconstruction area included libraries, they did not include lifelong learning and self-learning by teachers and students into the design focal points, and did not uniformly construct an ideal vision for lifelong learning.
2. The junior high and elementary school libraries in reconstruction areas did not focus on the basic needs for lifelong learning service, such as establishing library resources, emphasizing spatial arrangement, and strengthening the cultivation of lifelong learning ability.
(1) Library resources at junior high and elementary school libraries in reconstruction areas are not diverse or effective, and there is a great gap between the levels of library holdings in urban and rural areas.
(2) The spatial planning and arrangement of junior high and elementary school libraries in reconstruction areas are not very good. For the consideration of academic advancement, the “reading rooms” of most libraries do not take into consideration arrangements for lifelong learning situations.
(3) The service items and functions of junior high and elementary school libraries in reconstruction areas only emphasize “circulation” and “in-library reading” of “reader services.” More than half of the libraries cannot carry out “promotional services,” “internet resource services,” and “technical services.”
3. Junior high and elementary school libraries in reconstruction areas provide teachers and students with lifelong learning service mechanisms.
(1) Junior high and elementary school libraries in reconstruction areas generally agree that “using academic internet resources,” “computer studies,” and “education on using the library” can cultivate the lifelong learning ability of teachers.
(2) Junior high and elementary school libraries in reconstruction areas generally agree that holding “library-related competitions,” “reading symposia,” and “library tours” can proactively enhance the lifelong learning ability of students.
(3) Junior high and elementary school libraries in reconstruction areas believe that jointly holding lifelong learning promotional activities with community public libraries or university libraries have the best results.
(4) Junior high and elementary school libraries in reconstruction areas believe that interlibrary cooperation in holding “interlibrary loans,” “advancement studies,” “colloquia or speeches,” and “database sharing” can certainly enhance lifelong learning ability.
4. Junior high and elementary school libraries in reconstruction areas provide community members with lifelong learning service mechanisms.
(1) Junior high and elementary school libraries in reconstruction areas believe that appropriate use of community resources can strengthen the lifelong learning ability of community residents.
(2) Most junior high and elementary school libraries in the reconstruction area do not interact with their communities, and cannot enhance the lifelong learning ability of local residents.
(3) Junior high and elementary school libraries in reconstruction areas agree that it is possible to hold various community cultural reconstructive activities with community residents, to enhance the lifelong learning ability of local people.
Finally, based on the conclusions of this study, suggestions are provided to educational administrative authorities, schools, libraries, and teachers.
Keywords: junior high and elementary school libraries in reconstruction areas, lifelong learning service, lifelong learning ability

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