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NCUEIR > College of Education > Graduate Institute of Education > Dissertations and Theses > Item 987654321/6847

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6847

Title:	國中閱讀推動實施成效之個案研究--以一所偏遠國中為例
Authors:	許籃雲
Contributors:	林素卿許籃雲 Lan-Yun Hsu
Keywords:	閱讀推動;偏遠國中;實施成效 Reading promotion;Rural secondary school;Implementation effectiveness
Date:	2010
Issue Date:	2010-12-03
Description:	碩士教育研究所
Abstract:	摘要本研究旨在探討國中閱讀推動計畫實施之成效。以彰化縣一所偏遠國中師生為研究對象，探究師生對閱讀推動計畫實施的接受度與學校所遭遇的困難。研究方法採質性量化並行，研究結果發現：（一）規畫「閱讀護照」寫閱讀學習單，提高閱讀興趣的成效有限；「閱讀指導課」未實際落實閱讀教學；圖書資源與設備仍待充實，學生運用圖書館查詢系統成效不佳。（二）辦理閱讀心得寫作、話劇比賽，有獎徵答推廣活動，學生認為話劇比賽最有趣；親子閱讀相關活動家長參與度不高。（三）讀報教育、班級圖書室、「愛的書庫」書籍輔助班級共讀情形不踴躍。（四）?師對閱讀教學研習感到滿意，認為有益於閱讀教學。（五）教師方面遭遇之困難：學生缺乏閱讀習慣，學習的精神不足；教學、行政負擔過大；有考試進度壓力時間不足；缺乏閱讀教學專業知能；缺少家長的配合；圖書資源設備不足。（六）行政方面所遭遇的困難：缺乏固定的購書經費及選購機制；經費補助不足與限制；人力支援不足；規畫研習不知如何聘請合適講師。研究者根據上述的研究結果發現提出相關建議，以作為未來閱讀推動計畫之參考。 Abstract The purpose of this study aimed to understand the implementation effectiveness of the reading promotion plan in a junior high school in the rural area of Changhua County. The scope of this research covered both teachers and students’ degree of acceptance of the plan and discussed the difficulties that school faced. Combining both qualitative and quantitative research methods, the results were concluded as follows: 1. The effectiveness of the “reading passport” and reading worksheet scheme to increase interests in reading was limited; the “guided reading class” failed to fulfill reading education; the library resource and facility awaited enhancement, and the students’ success in making use of the library search system was mediocre. 2. Among the reading promotion activities such as reading reflection writing, skit contest and prize games, students showed the most interest in skit contest; parental participations in reading-related parent-child activities were poor. 3.The participation of newspaper reading, classroom library usage and “donated reading stack” in shared reading was not enthusiastic. 4. Teachers were satisfied with learning by teaching, agreeing that it facilitated reading education. 5. Perceived difficulties for teachers: students lacked reading motivation; teaching and administrative work load were too heavy; examination pressure from the syllabus contributed to time constraint; insufficient professional knowledge and skills among teachers to instruct reading; not enough parental collaboration; insufficient library resources. 6. Perceived administrative difficulties: lacked regular book acquisition fund and procurement management; shortage of supportive human resource; difficulty in finding adequate lecturers to plan for teacher workshops. The author proposed related suggestions based on the above findings in hope to provide a point of reference for future reading promotion schemes.
Appears in Collections:	[Graduate Institute of Education] Dissertations and Theses

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