國小校長教學領導研究——以幼兒園推動分享閱讀為例

Research on the Instructional Leadership of Elementary School Principals–Implementing Sharing Reading in Preschool as an Example

校長教學領導目的在提升教師教學效能，增進學生學習成效。本研究旨在探討國小附設幼兒園校長如何規劃、實施與反省幼兒園閱讀教學領導，帶動教師閱讀教學行動與成效。本研究採用行動研究法，透過文獻分析，在研究者所擔任的國小附設幼兒園配合主題教學，以分享閱讀進行教學領導，由幼兒園老師提供適合學生程度之繪本、研究者設計教學計畫進行協同教學。研究發現，校長參與授課之教學領導，除了激勵老師精進閱讀教學，也引發教師主動延伸閱讀教學之行動，學生會在生活情境中應用閱讀理解力，模仿校長分享閱讀時之表情動作與正確行為，家長也積極配合時間送孩子上學，提升了新生入學率，並提出國小校長幼兒園教學領導之規劃、實施與評鑑省思三階段可行策略，提升幼兒園教師閱讀教學知能，以及分享閱讀教學領導之省思與建議。

The purpose of the principal's instructional leadership is to enhance teachers' teaching effect and students' learning effect. This research aimed to explore how the principal of the preschool affiliated to elementary school planned, implemented, and reflected on the leadership of reading teaching in preschool. Moreover, this research investigated how the principal motivated preschool teachers to practice reading teaching in class and examined teachers' teaching effect. This research adopted the action research method by analyzing literature, facilitating thematic instruction in the preschool affiliated to the elementary school where the researcher serves, and conducting instructional leadership by shared reading. The preschool teachers provided picture books that were suitable for preschoolers, and the researcher designed lesson plans for team teaching. The result of this study showed that the principal’s participation in the curriculum of instructional leadership not only improving teachers' reading teaching skills but also triggering teachers to initiate extended reading teaching. Besides, students were able to apply what they learned from picture books in life situations. They were able to imitate the principal’s facial expressions and correct behaviors during reading. Like the parents, they would send their children to school on time of their own accord to join the shared reading lessons. This study proposed a three-stage feasible strategy for planning, implementing, and evaluating the preschool instructional leadership of elementary school principals. This study evaluated preschool teachers reading teaching knowledge and provided suggestions on instructional leadership of shared reading.