小學一年級圖書資訊利用教育教學設計之研究

A Study on the Instructional Design of Library Instruction in the First Grade

本研究以萬興國小一年級「進入圖書館的禮貌」課程作為行動研究研究的對象，運用參與式觀察法與內容分析法，探討圖書資訊利用教育教學設計的要項。研究結果顯示課程內容與實際行為存有關聯性、學生對於禮貌的詮釋以腳步和言語居多、學習單陳述方式以否定句為多數、繪圖主題以閱覽、電腦、期許為特色，以及利用教育突顯館員的教育職責。依據研究結果提出的建議有：圖書資訊利用教育可於一年級實施、禮貌的規範以放慢腳步和輕聲細語為重點、教學用語儘可能使用肯定正面的陳述、適宜閱覽環境列入教學設計的項目、資訊科技融入課程、館員可成為專業的教學者。

This study uses the first-grade course ”Manners in the Library” taught at Taipei Municipal Wanxing Elementary School as a base to investigate the instructional design of library instruction. The framework of action research is adopted with observation techniques and content analysis to explore the essential elements of instructional design. Results of the study show that contents of the course are relevant to students' actual behavior, ways of walking and of conversing are the main aspects of students' interpretations of good manners, the majority of descriptions on students' learning sheets use negative statements, and students' drawings in class are characteristic of topics such as reading, computer, and their expectation of a good library. The study also reveals the librarian's significant educational responsibility in the process of giving library instruction to students. According to these analyses, this study would like to bring up the following propositions on the instructional design of library instruction: library instruction could be applied to first-grade students to give young users a preliminary understanding of library, light and slow pacing and soft talking may serve as guidelines of good manners in the library, the language of instruction could adopt positive statements to encourage students, the idea of creating a comfortable reading environment could be included in the instructional design, equipment of information technology could be applied to the instructional design to enhance the effects of library instruction, and finally, school librarians could become professional instructors in library education.