讀報教育對識字能力影響之研究—以新北市某國小三年級為例

Abstract

本研究旨在探討讀報教育對國小三年級學生識字能力的影響，並分析讀報教育課程的實施歷程及教學者的專業發展。本研究採行動研究法，讀報教育課程實施期程為12週，每週一節40分鐘的閱讀課進行教學，分為三個行動循環。教材選用《國語日報》第八版兒童版，研究過程採用學生自評問卷、課堂錄影記錄、教學省思札記、教學觀課記錄等質性資料分析其教學實施歷程。另外輔以準實驗設計中的不等組前後測設計，以新北市開心國小研究者擔任導師的三年級A班共24位學生作為實驗組，並選取期末國語文考試平均成績相仿的班級作為控制組，採用共變數分析探討兩組學生在識字量測驗前測與後測之間的差異並進行統計分析。本研究結果顯示：(一)在識字與理解策略運用方面，學生普遍認為自己在識字與理解策略的掌握度上有所提升，對「拆字」和「上下文判斷」、「六何法」策略最為熟悉。(二)在教學者與觀課者間的互動模式上，應關注平等尊重、具體清晰建議、鼓勵支持、雙向成長等重點。(三)在識字能力方面，實驗組與控制組在識字量測驗的表現上未達顯著差異，但實驗組的低分組學生在識字量色點的進步幅度上明顯優於控制組，有更高比例的學生獲得較大進步。(四)在教學者專業發展方面，透過自我省思以及與觀課教師的雙向對話，解決了時間掌握、教具設計、教學引導、學生參與度及小組合作等方面挑戰，促進專業成長。最後根據研究結果提出研究建議，首先在課程實施方面，建議教師運用識字與閱讀理解策略教學是可行做法，可從觀課的視角進階至協同教學層次，教師可充分運用報紙作為教學素材。其次在評量測驗實施方面，建議關注實驗組與控制組的組間平衡，發展多面向的識字測驗工具。最後在未來教學方面，建議延長教學週數，保留彈性調整教學空間，兼顧個別差異並設計小組差異化教學，結合數位閱讀教學於課堂。

This study aimed to investigate the effect of Newspaper In Education on word recognition of third-grade elementary school students, while also examining the curriculum implementation process and teacher professional growth. Using an action research design, the 12-week intervention involved weekly 40-minute reading sessions across three cycles, with materials drawn from the Children’s Edition of the Mandarin Daily News. Qualitative data from student self-assessments, classroom recordings, teacher reflections, and observations documented the instructional process.In addition, a quasi-experimental, non-equivalent pretest-posttest control group design was employed. The experimental group comprised 24 third-grade students taught by the researcher, while a control group with comparable Mandarin proficiency was selected. An analysis of covariance (ANCOVA) was used to examine differences in word recognition between the two groups before and after the intervention.The findings of the study revealed the following: (1)Students showed improved use of literacy and comprehension strategies—particularly in character decomposition, contextual inference, and the"6W method" (who, what, when, where, why, how). (2)Constructive instructional dialogue, grounded in mutual respect and professional collaboration, supported the teacher’s development. (3)Although overall literacy outcomes between groups were not statistically different, low-performing students in the experimental group made notably greater progress. (4)The teacher’s professional growth was enhanced through reflective practices and addressing instructional challenges collaboratively. This study offers recommendations across three key areas for future practice. Firstly, curriculum implementation should prioritize feasible literacy and reading comprehension strategy instruction, fostering collaborative teaching and effective newspaper utilization. Secondly, assessment and measurement demand focus on inter-group balance and multi-faceted tool development. Lastly, future pedagogical practice suggests extending instructional duration, maintaining flexibility, addressing individual differences via differentiated small-group instruction, and integrating digital reading.