教師閱讀社群實踐與影響之研究-以臺北市一所公立國民小學為例

Abstract

本研究採用個案研究的方式，以一所臺北市公立小學為例，針對個案學校為了提升學生的閱讀力，了解教師閱讀社群在閱讀教育推展的歷程與困境，分析教師閱讀社群如何影響成員對閱讀教育的認知、態度，探究教師閱讀社群如何影響成員對閱讀教育的行動。最後，教師閱讀社群又是如何影響全校的閱讀教育。本研究根據學習型組織、社會建構論、實踐社群理論的理念，及Huffman和Hipp（2003）提出教師專業學習社群動態發展三階段觀點，探討個案學校教師閱讀社群的運作模式與困境，提出結論與建議。本研究主要發現如下：(1)教師閱讀社群透過領頭羊感召、凝聚共識，教師更願意投入付出。(2) 教師閱讀社群透過研習增能、專業對話，有效提升教師閱讀理解策略之應用能力。(3)行政邀請教師閱讀社群參與決策，明顯提升社群在學校的地位與影響力。(4)教師閱讀社群透過內外部行銷，提高學校教師對閱讀教育的認同度與行動力。最後，依據研究結果，建議學校教師應參與專業學習社群，在社群互動對話中提升教學專業；建議社群帶領者，聚焦教學與學習歷程為核心，及行政引導並支持社群運作，以幫助教師專業成長。

This study adopts a case study approach, using a public elementary school in Taipei City as an example, to understand the history and dilemmas of the teachers' reading community in promoting reading education to improve students' reading ability.The study analyzes how the teacher reading community influences members' perceptions and attitudes toward reading education and explores how the teacher reading community influences members' actions toward reading education. Finally, the study examines how teacher reading communities have influenced school-wide reading education. This study adopts a case study approach, using a public elementary school in Taipei City as an example, to understand the history and dilemmas of the teachers' reading community in promoting reading education to improve students' reading ability. The study analyzes how the teacher reading community influences members' perceptions and attitudes toward reading education and explores how the teacher reading community influences members' actions toward reading education. Finally, the study examines how teacher reading communities have influenced school-wide reading education.