台中市國民小學低年級閱讀教學之研究

A Study of Reading Instruction for the 1st and 2nd Grader Elementary Schools in Taichung City

王嘉彗(Chia-hui Wang)

指導教授 ： 魏宗明

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2012年)

摘要

本研究旨在探討台中市國民小學低年級閱讀教學的現況，分析不同背景之台中市國小低年級教師閱讀教學差異之情形，並瞭解其閱讀教學內涵與教學成效之關係。
本研究採用問卷調查法，針對台中市56所國小低年級教師進行問卷調查，共發出496份，回收有效問卷460份，分別進行描述性統計分析、t考驗、單因子變異數分析、Pearson積差相關分析及Scheffé法等資料處理。
本研究結論如下：
一、在閱讀教學內涵方面：台中市國小低年級教師最常用的閱讀教學策略為「講解文章中難懂的字詞」；最常使用的教材主題是「我覺得教材內容很好就會使用，沒有固定主題」；最常使用的活動方式是「繪本教學」；最常使用的評量方式是「課堂討論」。閱讀教學內涵有達到顯著差異。
二、在教學成效方面：教師認為教學成效最好的是「學生閱讀書籍的數量增多」。教學成效有達到顯著差異。
三、不同性別、年齡、任教年資、學歷及學校規模在教學內涵皆未達到顯著差異；不同學校規模在教材主題有達到顯著差異；不同地理區域對教師的教學策略、活動方式和評量方式有達到顯著差異；不同研習時數對教師的活動方式和評量方式有達到顯著差異；而不同教學時數對教師的教學策略、教材主題和活動方式皆有達到顯著差異。
四、不同性別、年齡、任教年資、學歷、學校規模、地理區域和研習時數在教學成效皆未達到顯著差異；不同教學時數有達到顯著差異。
五、台中市國小低年級教師在閱讀教學內涵和教學成效各層面之間皆呈現正相關，亦即愈常實施閱讀教學的教師，其教學成效也愈高。
最後，依據研究結果，針對教育行政機關、學校行政單位、國民小學教師及未來研究者，提出相關建議，期望對閱讀教學有所助益。

關鍵字

閱讀教學 ； 閱讀 ； 低年級

並列摘要

This paper aims to investigate the reading instruction for different backgrounds 1st and 2nd graders in elementary schools in Taichung City. Further, this paper focuses the relation between contents and effects among the 1st and 2nd grade elementary school teachers.
Moreover, this paper uses questionnaires for conduct among the 1st and 2nd Elementary school teachers from the 56 Elementary schools in Taichung City. From the 496 questionnaires originally prepared, 460 are recovered. Descriptive statistics, t-test, one way analysis of variance, Pearson correlation analysis, and Scheffé method of data processing are used on the obtained data.
The findings of this study are as follows:
1. Contents: The teaching strategy that 1st and 2nd grade teacher used most is to explain the difficult words in the text.; there is no fixed teaching topics; the activity often used is picture book teaching; The evaluation method often used is discussion. Content is significantly affected.
2. Effects: The most evident effect is that students read more books.Effect is significantly affected.
3. Teaching contents are not significantly affected by the genders, ages, teaching experiences, educational backgrounds, and school sizes; the teaching topics are significantly affected by the school sizes; teaching strategies, forms of activities, the evaluation methods are significantly affected by the geographical areas; the forms of activities, the evaluation methods are significantly affected by hours of study. The teaching strategies, teaching topics, and forms of activities are significantly affected by teaching hours.
4. The teaching effect is not significantly affected by the genders, ages, teaching experiences, educational backgrounds, school sizes, geographical areas and hours of study. The teaching effects are significantly affected by teaching hours.
5. Among the 1st and 2nd Grade teachers in Taichung city there is a positive correlation between the contents and the effects. That is, more often the teachers implement reading instructions. The better the reading effect is.
Finally, based on the above results, the suggestions are proposed for the authority concerned, school administrations, elementary school teachers and future researchers. Hopefully, the results can make some contributions in the children’s reading instruction.

並列關鍵字

reading ； reading instruction ； 1st and 2nd graders

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