素養導向探究式教學下小學教師使用圖書館情形之研究－以新竹市某私立小學為例

Abstract

本研究旨在探討小學教師在素養導向探究式教學下，對校內圖書館的認知與使用情形，並比較不同背景變項下的差異，探討教師對小學圖書館的需求與期望，進而提出改進建議以提升服務品質。研究對象為新竹市某私立國際學校小學部教師，採用問卷調查法，並進行半結構式訪談以輔助問卷調查結果，共回收43份有效問卷，訪談6位教師，問卷結果以次數分配百分比、平均數、標準差、獨立樣本 t 檢定、單因子變異數分析、交叉列聯表及卡方分析等方法進行分析。研究顯示，教師普遍對圖書館在空間規劃、課程關聯性和支援教學方面有正面認知，認為圖書館資源對素養導向探究式教學有積極支持，但需加強館藏發展計畫與教學需求的配合。背景變項如性別、年齡、教育程度、任教年資和是否修習過圖書館利用課程對認知無顯著影響。在使用情形方面，個案學校教師使用實體圖書館頻率及時間偏少，圖書館應積極加強提供數位資源及服務，主要借閱書籍和蒐集教學素材。教師最常使用的資料類型是圖書，其次是參考工具書和雜誌期刊。多數教師認為圖書館資料實用，但使用頻率不高，與圖書館合作較少，主要透過網路和圖書館蒐集教學資訊，期望增強館藏資源和圖書館利用教育推廣以提升教學效果。教育程度、任教年資及是否修習過圖書館利用相關課程影響教師使用圖書館進修與研究及培養學生蒐集資料能力。最後，根據研究結論，對小學圖書館、小學圖書館員及小學教師提出建議，以提升素養導向探究式教學下圖書館服務品質，及作為其他公、私立小學圖書館經營管理及未來研究的參考。This study aims to explore elementary school teachers' perceptions and usage of the school library under the literacy-oriented inquiry-based teaching approach and to compare the differences among various background variables. It also seeks to understand the needs and expectations of teachers regarding elementary school libraries and to provide suggestions for improvements to enhance service quality. The study participants were teachers from the elementary department of a private international school in Hsinchu City. A questionnaire survey was conducted, supplemented by semi-structured interviews to support the survey results. A total of 43 valid questionnaires were collected, and six teachers were interviewed. The questionnaire results were analyzed using methods such as frequency distribution percentages, mean, standard deviation, independent sample t-test, one-way ANOVA, cross-tabulation, and chi-square analysis.The findings reveal that teachers generally have a positive perception of the library in terms of space planning, curriculum relevance, and teaching support. They believe that library resources actively support competency-based inquiry teaching but suggest that the collection development plan needs to better align with teaching needs. Demographic variables such as gender, age, educational level, years of teaching experience, and whether they have taken library utilization courses do not significantly affect perceptions.In terms of usage, teachers use the physical library infrequently and for limited periods. The library should actively enhance its provision of digital resources and services. The primary focus is on borrowing books and gathering teaching materials.The most commonly used resources are books, followed by reference books and periodicals. Most teachers find the library resources useful but do not use them frequently, and collaboration with the library is limited. They mainly gather teaching information via the internet and the library, and expect enhanced library resources and promotion of library utilization education to improve teaching effectiveness. Educational level, years of teaching experience, and whether they have taken library utilization courses influence teachers' use of the library for professional development, research, and cultivating students' data collection abilities. Based on the research findings, recommendations are offered for primary school libraries, librarians, and teachers to enhance the quality of library services under the implementation of literacy-oriented inquiry-based teaching. These suggestions also serve as references for the management of other public and private primary school libraries, as well as for future research.