屏東縣國小教師閱讀策略融入教學關注階層與使用層級之研究

Abstract

本研究旨在瞭解屏東縣國小教師對閱讀策略融入教學關注階層與使用層級之現況；探討不同背景變項的教師在閱讀策略融入教學關注階層與使用層級的差異；分析教師閱讀策略融入教學關注階層與使用層級的關係；提供相關建議供推動閱讀策略融入教學之相關人員為參考。 本研究採行問卷調查法，研究對象為屏東縣國小全體在職教師。依各類學校所在地區、學校規模之比例，分層隨機抽取508位教師，填答研究者自編的研究工具：「閱讀策略融入教學關注階層量表」與「閱讀策略融入教學使用層級量表」。共回收490份，可用數為408份，可用率達83.26%。並採用描述性統計、獨立樣本t考驗、單因子變異數分析、皮爾森積差相關考驗，進行資料處理。 根據問卷調查結果，本研究之結論如下： 一、屏東縣國小教師之閱讀策略融入教學關注階層與使用層級均屬偏低，為低度關注與低度使用。 二、教師性別於閱讀策略融入教學關注階層達顯著差異，以女性教師高於男性教師；於閱讀策略融入教學使用層級則無差異。 三、教師最高學歷於閱讀策略融入教學關注階層並無差異；於閱讀策略融入教學使用層級則達顯著差異，以學歷為研究所者高於學歷為一般大學者。 四、教師相關研習時數於閱讀策略融入教學關注階層與使用層級均達顯著差異，教師研習時數越多，其關注階層與使用層級之差異越高，反之亦然。 五、教師所屬學校所在地於閱讀策略融入教學關注階層與使用層級均達顯著差異，學校所在地越偏遠者，其關注階層與使用層級之差異越高，反之亦然。 六、教師教學年資、學校規模於閱讀策略融入教學關注階層與使用層級均無差異。 七、教師閱讀策略融入教學在各關注階層的使用層級有顯著差異；在各使用層級的關注階層有顯著差異。 八、教師閱讀策略融入教學之關注階層與使用層級達正相關。The purpose of this research aimed to investigate the current situation of the Content Area Reading Instruction in terms of stages of concern and levels of use. The differences of stages of concern and levels of use while Content Area Reading Instruction was implied was discussed under instructors of different background variables. The relationship between stages of concern and levels of use were analyzed under the practice of Content Area Reading Instruction. Some suggestions were proposed to instructors who tend to employ the Content Area Reading Instruction. The study adapted the Questionnaire Survey Method. The objects of the study were the primary school teachers in Pingtung County. The proportionality of the objects were determined based on the location of schools and school sizes. Totally 508 teachers were recruited by means of stratified random sampling. The research instruments were two questionnaires designed by the researcher, which were “Stages of Concern Questionnaire on Content Area Reading Instruction” and “Levels of Use Questionnaire on Content Area Reading Instruction.” 490 copies of questionnaire were recovered. Among them, 408 were valid. The recovery rate was 83.26%. Data were analyzed by descriptive statistics, Independent-Samples t test, one-way ANOVA, as well as Pearson product moment correlation coefficient. According to survey results, the findings of this study were as follows: 1. Both the stages of concern and levels of use tended to be low while the practice of Content Area Reading Instruction was concerned among primary school teachers in Pingtung County, which means the Content Area Reading Instruction was rarely attended or used. 2. The differences of teacher genders displayed apparent divergences in terms of stages of concern in Content Area Reading Instruction, which the female teachers tended to reach a higher stage of concern than the male teacher. When it came to the levels of use, the differences disappeared. 3. Education level of teachers played no differences on the stages of concern in Content Area Reading Instruction, while it oppositely showed significant deviation on the levels of use, in which that the masters reached a higher level than the bachelors. 4. The total hours of the participation of training courses displayed an obvious difference on both the stages of concern and levels of use in Content Area Reading Instruction. The more the teachers joined the training courses, the higher stages and levels they reached, and vice versa. 5. The locations of schools played a notable distinction on the stages of concern and levels of use in Content Area Reading Instruction. The stages of concern and levels of use diverged more among teachers when the schools were more remotely located, and vice versa. 6. Years of service and school sizes showed no difference on both the stages of concern and levels of use in Content Area Reading Instruction. 7. The levels of use in Content Area Reading Instruction displayed significant differences under the circumstances of the stages of concern. Also, the stages of concern in Content Area Reading Instruction showed meaningful deviations while the levers of use were concerned. 8. The stages of concern and the levels of the use appeared positive correlation in the Content Area Reading Instruction.