圖書教師實施概念導向閱讀教學之問題研究 Research of CORI (Concept-Oriented Reading Instruction) applied by Teacher-librarians

Date
2017
Authors
張羽芳
Chang, Yu-Fang
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Abstract
本研究以兩所國小與兩所國中的圖書教師及學生為主要研究對象,期望藉由訪談教師與學生,探討圖書教師如何在現有教學模式中實施概念導向閱讀教學 (Concept-Oriented Reading Instruction, CORI)以及教學所遭遇之困難。 訪談參與研究的教師多表示,參與CORI閱讀教學的學生,對於每週的CORI閱讀課是開心且期待的。根據研究者參與觀察,以及課程結束後對學生的訪談,喜歡CORI教學的學生居多。不少教師反應實施CORI教學需要較長的教學時間。訪談學生也發現,許多學生認為授課時間不足。顯示實施CORI課程的確需要較多且彈性的時間,以供教師、學生運用。教師也表示希望能持續追蹤學生的學習成效。而升學壓力及家長反應等,也是實施教學的阻礙因素。 若要實施花費較多時間的CORI教學,必須先調整傳統教學單元式的問題。如在現階段的師資培育課程,可加入更多探索式教育思維。國中應有正式的閱讀課,並在課程中加入探索式的閱讀教學。並可由圖書教師與其他領域的專任教師合作進行。在圖書教師的培訓課程,可以增加探索式閱讀教學的研習、培訓、工作坊等方式分享教案,讓圖書教師瞭解探索式教學的作法。
This study takes the teacher-librarians and students in the four different cities in Taiwan as the main research object, Expecting to disgust about how teacher-librarians apply Concept-Oriented Reading Instruction (CORI) to the existing teaching model and the difficulties encountered during teaching. Most teachers who participated in this study indicated that students who joined CORI were happy and looking forward to the weekly class. According to the observation by researchers and the interview to students after the instruction, most students like CORI course. However, many teachers reported that CORI takes more time than traditional teaching methods during teaching. At the same time, it is discovered from the interview that many students also think that the teaching time was not enough. It shows that taking CORI into practice really needs more time and flexibility for teachers and students to apply. Teachers are also willing to keep tracing the study effectiveness of students. While the compression makes by Entrance examination and the opinions from parents are also obstruction factors against the implementation of teaching. In order to implement the time-taking CORI course, the problem of unite-type in traditional teaching method has to be adjusted. More exploratory education thinking could be added into the teacher training course at the present stage. Official reading course which involves exploratory teaching is needed for junior-high school students. Teacher-librarians can cooperate with other professional teachers while preceding the course. In the course of teacher training, more learning, training, workshops and other ways to share lesson plans of exploratory reading education can be added in order to let teacher-librarians understand the way of teaching using exploratory education thinking.
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Keywords
圖書教師, 訪談, 探索式教學, 概念導向閱讀教學, teacher-librarians, interview, Inquiry Teaching, CORI (Concept-Oriented Reading Instruction)
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