臺南縣國民小學低年級教師閱讀教學之研究

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臺南縣國民小學低年級教師閱讀教學之研究
著者: 吳怡欣; Wu, Yi-hsin
陳惠萍; Hui-Ping Chen; 教育學系課程與教學碩士班
主題: 閱讀教學; 閱讀; 國民小學; Reading Instruction; Reading; Elementary School
描述: 本研究以臺南縣國民小學低年級教師為對象，旨在瞭解臺南縣國民小學低年級教師閱讀教學的情形，包括閱讀教學所持觀點、閱讀教學之課程規劃、閱讀教學的環境、閱讀教學的困境。透過問卷調查及訪談等方式，統整相關資料，依據研究結果提出結論與建議，俾供低年級教師及未來研究者參考。本研究工具為「臺南縣國民小學低年級教師閱讀教學之研究問卷」，針對臺南縣276位低年級教師進行問卷調查。最後，將統計分析輔以立意抽樣的訪談結果歸納整理提出結論。本研究結論如下：一、臺南縣國小低年級教師實施閱讀教學所持觀點教師認為閱讀是重要的；認同分享閱讀經驗、規劃舒適的閱讀角、訂定班級閱讀獎勵制度有助於提升學童閱讀興趣。不同學歷、服務年資、班級人數、學校規模、有無閱讀專業成長之教師在閱讀教學所持觀點無顯著性差異。二、臺南縣國小低年級教師實施閱讀教學之課程規劃。大部分教師進行閱讀教學前會擬定班級閱讀計劃。教師利用「晨間時間」最多。最常進行的方式為「班級圖書角學童自由選讀」。閱讀素材選擇與來源以「運用學校圖書館的書籍」為首、運用「繪本」最多。不同學歷、服務年資、班級人數、學校規模、有無閱讀專業成長之教師在閱讀教學之課程規劃無差異。三、臺南縣國小低年級教師實施閱讀教學的環境經營。教師會在班級教室中規劃閱讀角；書籍的主要來源以教師和學校為主。在班級中會推薦好書和設置閱讀專欄；定期給予學生獎勵。教師會運用圖書館進行閱讀教學，並讓學生自由借閱。不同學歷、服務年資、班級人數、學校規模、有無閱讀專業成長之教師在閱讀教學的環境無差異。四、臺南縣國小低年級教師實施閱讀教學的困境與因應。「閱讀教學時間不足」是為最大的困境，尋求「教師同儕」解決因應最多、最需要「充實班級圖書」的支援。
The research was designed to understand reading-instruction situations including “the views held by teachers on reading instruction”, “curriculum planning of reading instruction”, “environment of reading instruction.”, “difficulties of reading instruction” on primary grade of elementary school in Tainan county. By methods of questionnaires and interviews, integrating related information and according the results of the research offer conclusions and suggestions to give primary grade teachers and future researchers.The questionnaire of research was referenced to the study written by Wenbin Chang (2007) ,correct to " The Research of Reading Instruction on Primary Grade Teachers of elementary school in Tainan County ". The questionnaire queried from 276 class teacher on Primary Grade Teachers of elementary school in Tainan County.Finally, according the result of analysis and interview collate and analyze conclusions.The conclusions is shown as blow.1.The Views Held by Teachers on Reading InstructionTeachers think that reading is important; identity shared reading experience, planning and comfortable reading angle, set the class read the reward system helps to enhance students interest in reading. Different educational background, years of service, class size, school size, with or without reading professional development of teachers was no significant difference on the views held by teachers on reading instruction.2.Curriculum Planning of Reading InstructionMost teachers plan reading program before teaching.”Morning time” is used the most. The most frequent way is ”students read free in reading angle ”. The best choice of reading material is “School library books”. “Picture books” are used the most. Different educational background, years of service, class size, school size, with or without reading professional development of teachers was no significant difference on curriculum planning of reading instruction.3.Environment of Reading Instruction Teachers will plan reading corner in class. The main source of books in class is provided from teacher and school. Teachers will recommend good books and and set column and give students award regularly. Teachers will use School library to teach reading and allow students to borrow freely. Different educational background, years of service, class size, school size, with or without reading professional development of teachers was no significant difference on environment of reading instruction.4.Difficulties of Reading Instruction The main difficulty of reading instruction is “time of reading instruction is insufficient ”.Most of teachers solve difficulties with other teachers.Support in most needed is “enriching for books in classes ”.
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建立日期: 2011
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1747
資源來源: NUTN IR

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臺南縣國民小學低年級教師閱讀教學之研究

吳怡欣; Wu, Yi-hsin 陳惠萍; Hui-Ping Chen; 教育學系課程與教學碩士班 2011

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