偏鄉小學推動高年級閱讀課程之個案探討

本研究在探討偏鄉小學推動高年級閱讀課程的實施方式、過程以及實施成效，透過資料蒐集、整理與分析，本研究獲致的結論如下：（一）實施方式：高年級學生每學期20節課閱讀一本小說，教師以「核心素養」為課程發展之主軸，融入十二年國教十九項議題中的「閱讀素養」，做跨領域課程設計。（二）實施過程：授課教師依據閱讀理解的歷程「提取訊息、推論訊息、詮釋整合、比較評估」，設計四個層次的提問，引導學生對閱讀內容做深度討論。（三）實施成效：從觀察課堂表現、學習單、圖書借閱量、期末評量表現等文件發現，該課程對於學生閱讀理解能力之提升確有助益。

This study explores the implementation methods, processes, and effectiveness of promoting reading courses in a rural primary school. Through data collection and analysis, the following conclusions were drawn: (i) Implementation Method: Senior-grade students read one novel per semester over 20 sessions. Teachers focus on core competency as the main axis of curriculum development, integrating reading literacy from the 19issuesof 12-year basic education into interdisciplinary course design. (ii) Implementation Process: Teachers design questions at four levels based on the reading comprehension process of extracting information, inferring information, interpreting and integrating, and comparing and evaluating, guiding students to engage in in-depth discussions of the reading content. (iii) Implementation Effectiveness: Evidence from observations of classroom performance, learning materials, books check-out rates, and end-of-term assessments indicate an improvement in students’reading comprehension abilities.