Research on Kaohsiung Elementary School TeacherCurrent Implementation of Reading Instruction

• Main Authors: Shu-ping Huang, 黃淑苹
• Other Authors: HAN-WEI LEE
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/74759552847159532801

碩士 === 國立臺南大學 === 國語文學系碩士班 === 98 === This study aims at Kaohsiung elementary school teachers’ current implementation of reading instruction. It contained the goals, curriculum design, methods and contents, environment, effects as well as obstacles. In accordance with the research results, some conclusions and suggestions were proposed as references for educational administrations, school executives along with teachers. This study was based on “The Questionnaire on Kaohsiung Elementary School Teachers’ Current Implementation of Reading Instruction” designed by the researcher. Opinions of 411 teachers from 32 elementary schools in Kaohsiung were collected. All the information obtained had been analyzed with four statistic methods: frequency, percentage, mean and Chi-square test. According to the results of the analysis, the researcher then decided the general focuses of the interview, and 9 elementary school teachers were selected as the interviewees. The conclusions of this study are as follows: 1. Goals: The most important goal for Kaohsiung elementary school teachers’ implementation of reading instruction was “to develop students’ interest in reading”. They considered “picture books” the most effective way to enhance students’ interest and delight in reading. 2. Curriculum Design: Kaohsiung elementary school teachers usually practiced reading instruction one to four periods a month. They mostly tended to integrate reading instruction in “alternative learning periods”. The topics of reading included knowledge of every subject. The teaching materials they used were mainly delicate picture books; however, the application of picture books decreased in the curricula for students in higher grades. The teaching aids mostly applied were compact discs. 3. Methods and Contents: The most favorable activity that Kaohsiung elementary school teachers recommended for promoting reading ability was “writing book reviews” and “whole-class reading”. “Introduction of the classification and catalogue in the library” was used most frequently to encourage students to make use of library resources. The most popular method of evaluation was to assign “reading worksheets” as students’ homework. Kaohsiung elementary school teachers used “questioning” more often as a reading strategy while “mind mapping” was less applied. 4. Environment: Schools of small size (within 12 classes) in Kaohsiung City obviously obtained more resources in hardware and software for reading instruction. Schools of middle size (25-48 classes), on the other hand, generally had comparatively deficient resources. 5. Effects and Obstacles: The most evident effect that Kaohsiung elementary school teachers perceived was that the students’ interest in extracurricular reading was increased. The obstacle that bothered teachers most was the insufficiency of time. At last, according to the results and conclusions of this study, the researcher proposed some suggestions as references for educational administrations, school executives, and elementary school teachers.