臺北市公立國民小學閱讀教育政策之評估-以兒童深耕閱讀計畫為例

Abstract

本研究旨在以兒童深耕閱讀計畫為例，評估臺北市閱讀政策。首先探討CIPP評估模式及閱讀教育相關研究後，接著進行研究調查以獲致研究結果，並據以提出建議，做為後續政策施行之參考。 本研究採問卷調查法，編製「臺北市公立國民小學推動兒童深耕閱讀教育計畫之評估研究問卷」，以臺北市135所公立國民小學之教育人員為母群體，含教師兼行政、導師及科任教師，採分層隨機抽樣選取26所學校，進行問卷調查。共發出 604 份問卷，回收 548 份問卷，回收率為 90.73%，剔除空白及無效問卷，有效樣本為535 份，可用率達88.58%。資料處理使用SPSS 22.0 for Windows 進行分析，包括平均數、標準差、 t 考驗及單因子變異數分析，藉以了解政策實施現況及不同背景之教育人員對兒童深耕閱讀計畫認知差異情形，本研究歸納結論如下： 一、臺北市公立國民小學教育人員普遍認為兒童深耕閱讀計畫施行情形良好 二、臺北市公立國民小學教育人員知覺兒童深耕閱讀計畫輸入評估情形良好 三、臺北市公立國民小學教育人員知覺兒童深耕閱讀計畫過程評估情形良好 四、臺北市公立國民小學教育人員知覺兒童深耕閱讀計畫成果評估情形良好 五、臺北市公立國民小學教育人員在部分兒童深耕閱讀計畫輸入評估的看法 有差異 六、 臺北市公立國民小學教育人員在部分兒童深耕閱讀計畫過程評估的看法 有差異 七、臺北市公立國民小學教育人員在部分兒童深耕閱讀計畫成果評估的看法 有差異 根據以上結論，本研究分別對教育行政單位、學校及未來相關研究提出建議， 以供參考。The aim of this study was to investigate the implementation efficacy and different demographical variables on Cognitive differences of The Children roots in Reading Education Project case in Taipei City. This study firstly explored the evolutional model of CIPP and related research results in reading education, and then implemented the survey research. The results of the study will be recommend to education administrative authorities, school administrative units and elementary school teachers for further implementation of relevant policies. Through the self-composed “Children roots in Reading Education Project Assessment Scale”, the current study adopted the questionnaire survey to understand the implementation and performance of Children’s Cultivating Reading Plan in elementary schools of Taipei City. In stratified sampling, we aim to the educators including teachers with administrative position, mentor and subject teacher in the 26 elementary schools randomly selected from the 135 elementary schools in Taipei City. After issuing 604 researching samples of questionnaires, we got 548 questionnaires returned, and the ratio of recovering is 90.73% . By eliminating the blank and useless questionnaires, and the valid samples was 535. Statistical analyses were conducted to analyze the collected data, including the analyses of mean, standard deviation, t-test, one-way ANOVA, and Scheffé post hoc comparison. The major conclusions of the study were as follows: 1. The implementation of The Children roots in Reading Education Project case was considered good by the educators of elementary schools in Taipei. 2. On the aspect of the input evaluation, the educators consider that it was good for the implementation of the plan. 3. On the aspect of the process evaluation, the educators consider that it was good for the implementation of the plan. 4. On the aspect of the product evaluation, the educators consider that it was good for the implementation of the plan. 5. For the perspective of the input evaluation, a significant differences were found among the participants on a part of this plan. 6. Regarding the perspective of the process evaluation, a significant differences were found among the participants on a part of this plan. 7. In terms of the perspective of the product evaluation, a significant differences were found among the participants on a part of this plan. Based on the conclusions,some suggestions were offered to the Educational Authority Concerned, primary schools and further researchers respectively.