MSSR身教式持續安靜閱讀教學策略理念及其對國小學生閱讀理解之蘊義

The Concept of the Modeled Sustained Silent Reading (MSSR) Teaching Strategy and Its Implications for Elementary School Students’Reading Comprehension

本研究旨在探討「身教式持續安靜閱讀」（MSSR）對國小學生閱讀理解的教育蘊義。有鑑於當前學生閱讀動機普遍低落，而傳統「持續安靜閱讀」（SSR）策略因教師角色被動，成效常有侷限，MSSR的核心精神在於強調教師由管理者轉變為「以身作則」的閱讀榜樣，與學生共同沉浸於自主閱讀中。本研究整合社會學習、建構主義及動機理論，分析教師的身教行為如何透過潛移默化的模仿歷程，將外在要求轉化為學生的內在動機。研究發現，此策略不僅藉由教師示範提升學生的閱讀專注力與自我效能，更能透過師生共讀的「安靜社群」氛圍，營造無壓力的學習環境，從而深化意義建構、形塑正向閱讀態度，最終培養出符合素養導向教育精神的自主學習者。

This study aimed to investigate the educational implications of“Modeled Sustained Silent Reading”(MSSR) on elementary school students’reading comprehension. Given the low levels of student reading motivation and the limited effectiveness of the traditional“Sustained Silent Reading”(SSR) strategy due to the teacher’s passive role, the core principle of MSSR was to emphasize the teacher’s transformation from a manager into a role model who“leads by example,”immersing themselves in autonomous reading alongside students. Integrating theories of social learning, constructivism, and motivation, this study analyzed how a teacher’s modeling behavior transformed external requirements into students’intrinsic motivation through a subtle process of imitation. The findings indicated that this strategy not only enhanced students’reading concentration and self-efficacy through teacher demonstration but also created a pressure-free learning environment through the“quiet community”atmosphere of shared reading. This process deepened meaning construction, fostered a positive attitude toward reading, and ultimately cultivated autonomous learners consistent with the principles of competency-based education.