家庭閱讀環境、學校閱讀環境與國小一年級學童閱讀能力與閱讀動機之相關研究

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題名:
家庭閱讀環境、學校閱讀環境與國小一年級學童閱讀能力與閱讀動機之相關研究
著者: 許麗鈞; Hsu, Li-chun
黃秀霜; Hsiu-Shuang Huang; 教育學系課程與教學澎湖碩士班
主題: 閱讀能力; 學校閱讀環境; 家庭閱讀環境; 閱讀動機; Reading Motivation; Home Reading Environment; School Reading Environment; Reading Ability
描述: 本研究旨在探討國小學童家庭閱讀環境、學校閱讀環境及其閱讀能力及閱讀動機之現況與差異，並分析閱讀環境對閱讀能力及閱讀動機的預測力。研究對象為澎湖縣馬公市本島九十八學年度入學之一年級學童141名，在一下結束前進行家庭閱讀環境、學校閱讀環境、中文年級認字量表、一年級閱讀理解測驗及閱讀動機量表施測，以進行資料分析。同時研究者在任教班級進行閱讀教學，運用不同策略帶領學童進入閱讀的世界，探討教師在實施閱讀教學的歷程。研究結果歸納如下：一、澎湖縣國小一年級學童在閱讀環境、閱讀能力及閱讀動機之現況(一)學童家庭閱讀資源尚佳，親子互動、共讀分享觀念待推廣；學校閱讀資源普遍優質，但需強化教師閱讀教學策略。(二)一年級學童認字能力與臺灣常模相較屬中上程度，閱讀理解能力則在中等程度，且閱讀動機普遍都很高。二、澎湖縣國小一年級學童在閱讀環境、閱讀能力及閱讀動機之差異(一)以學校區域分：在家庭閱讀環境和認字能力方面，市區學童優於郊區學童。(二)以母親國籍分：本國籍家庭學童與新移民家庭學童只在認字能力有顯著差異。三、澎湖縣國小一年級學童在閱讀環境對閱讀能力及閱讀動機之預測效果(一)家庭閱讀環境對學童閱讀動機、閱讀理解能力及認字能力具部分預測力。(二)學校閱讀環境對國小學童閱讀動機具部分預測力。四、教師營造閱讀環境與閱讀教學歷程之結果分析(一)多元的閱讀教學活動在國小一年級實施是可行的。(二)低年級老師持續為學童朗讀故事，有助提升學童閱讀動機。(三)閱讀教學課程的規劃需考慮學生的能力與興趣。(四)閱讀教學活動可融入正式課程及相關議題教學。(五)親師合作，有利推動親子共讀，提升學童閱讀能力與閱讀動機。(六)鼓勵家長及學童利用社區圖書館，提升學童閱讀動機。
The Goal of this study was investigate the current status and differences between home reading Environment, school reading environment, and the reading ability, reading motivation of elementary school students. Moreover, the research also analyzed the predictability of reading environment on reading ability and reading motivation. The subjects were 141 first-graders students who enrolled in an elementary school in Magong, Penghu, in 2009. Before the end of their second semester, questionnaires were administered and analyzed about home reading environment, school reading environment, Chinese character recognition, and first-grade reading comprehension along with reading motivation. Meanwhile, the investigatorengaged inreading instruction, employing different strategies for students to reading in her own class, and investigating the process of the given instruction. The results were summarized as follows: 1. The current status of reading environment, reading ability, and reading motivation of first-graders in Penghu. (1) The home reading resources of the subjects were passable, but parent-child interaction and co-reading concepts need to be promoted. School reading resources are generally great; however, reading instruction needs to be strengthened. (2) Compared with the norm in Taiwan, the subjects’ character-recognition ability was high-intermediate, and their reading comprehension was in the middle level. Plus, their reading motivation is generally high. 2. The differences among reading environment, reading ability, and reading motivation of first-graders in Penghu. (1) On school district basis, the city students performed better than the suburban ones in home reading environment and character-recognition ability. (2) On the basis of their mothers’ nationality, there was significant difference between domestic students and immigrant ones only on character-recognition ability. 3. The predictability of reading environment on reading ability and reading motivation of first-graders in Penghu. (1) There was partial predictability of home reading environment on the subjects’ reading motivation, reading comprehension, and character-recognition ability. (2) There was partial predictability of school reading environment on the subjects’ reading motivation. 4. The analysis of creating reading environment and process of reading instruction (1) The implementation of a variety of reading instruction activities on first graders was feasible. (2) The constant story reading by first or second grade teachers for students enhanced students’ reading motivation. (3) Students’ competence and interest needed to considered in the planning of reading curriculum. (4) Reading instruction could be integrated into regular lessons and related content areas. (5) The cooperation of parents and teachers helped to promote parent-child co-reading and better students’ reading ability and reading motivation. (6) Teachers could encourage parents and their children to make use of community libraries to lift up children’s reading motivation.
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建立日期: 2010
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1743
資源來源: NUTN IR

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家庭閱讀環境、學校閱讀環境與國小一年級學童閱讀能力與閱讀動機之相關研究

許麗鈞; Hsu, Li-chun 黃秀霜; Hsiu-Shuang Huang; 教育學系課程與教學澎湖碩士班 2010

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