國民小學「圖書館閱讀推動教師」之角色理論與實務落差之探討

Abstract

由於現代知識更新迅速，為了能夠適應變遷快速的社會環境，透過閱讀來培養主動學習的能力越來越重要。如何有效定義問題、搜尋資料以解決問題，是二十一世紀的學習者應具備的能力；而這樣的能力更應從小培養，因此，在國民小學，指導學生閱讀、培養學生資訊素養的師資，如「圖書教師」的角色及任務應運而生。 然而目前國內文獻對於圖書教師之角色、任務甚少著墨，多以教育部計畫之出版品或國外資料為主，因此期盼能夠藉由此一研究，透過探討文獻、觀察圖書教師於教學現場，比較理論所定義與實際情況之角色定位間之差異，給予後進研究者及圖書教師們一個參考的方向。 本研究透過文獻探討、深度訪談及圖書教師之工作日誌，以三角檢定的方式進行，最後歸納出以下兩點結果： 一、於《圖書教師手冊》中所定義之教師、教學夥伴、資訊專家及行政管理者四種角色而言，圖書教師的實務執行情況以「行政管理者」的角色比重最高，教師次之，再來則是教學夥伴、資訊專家。 二、圖書教師目前面臨到的困境以制度層面為主，環境與資源層面相對較少。制度方面的困境即為定位不明，甚至會影響其他兩個層面。 基於上述研究結果，研究者針對政府教育機關、圖書教師與後續研究分別提出建議，期能幫助圖書教師於角色及任務釐清及相關研究領域有所助益。

Due to the rapid updating of knowledge, in order to adapt to the changes, to develop the ability of active learning through reading is increasingly important. How to effectively define the problem, search for information to solve the problem, is the twenty-first century learners’ necessary skill, and this ability should be brought up from an early age. So in elementary school, ‘teacher-librarians’ came into being. However, the current domestic literature for teacher-librarians' roles and tasks is seldom dwell, hence forward to by this study, through literature review, observe teacher-librarians in education field, comparing the difference of role between the definition and actual situation, to give backward researchers and teacher-librarians a reference direction. In this study, through literature review, teacher-librarians’ work logs and depth interviews, summarized the final results in the following points. First, as defined in the “Manual of Teacher-librarians”, the four roles: teacher, instructional partner, information specialists and administrator, 'administrator' is the highest role of teacher-librarians, followed by teachers, again is instructional partner and information specialist. Second, the teacher-librarians is currently facing to the plight of positioning, relatively few environmental and resource. The most difficulties is positioning unknown, and even affect the other two aspects. Based on these findings, the researcher give some suggestions to education institutions of government, teacher-librarians and the researchers of follow-up study, hoping to help them in the field of teacher-librarians’ roles and tasks.