The Reserch Of Junior High School Teacher’s Incorporation Teaching with Reading Strategies-In Yuli Junior High School

從學校圖書館的借閱情形，到臺灣104年度閱讀素養調查報告中，都顯示臺灣從青少年到成年人的閱讀內容，有淺薄化和狹窄化的現象。淺薄化意指思考深度較為淺薄的內容，狹窄化所指的是個人的閱讀種類具有偏好與習慣，上述例如小說類的輕小說或生活實用類的運動減肥書。長遠來看，這樣的閱讀風氣並不利於一個國家社會的穩定與發展。因此，「從教育紮根」便是常常受關注的口號，所以各學科國中教師，須思考以教學的力量，幫學生掌握閱讀理解策略，進行深思明辨，並且帶領學生認識多元化的閱讀視野。不過在升學主義的國中教育現場，要教師改變傳統教學法是有一定的困難度，所以本研究從已實行閱讀策略融入教學的老師去探討以下七點研究目的 : 一、了解國中學科教師對閱讀策略的認知和態度。 二、分析國中學科教師融入閱讀策略於在教學中的情形、收穫與想法。 三、整合與探討國中各學科需要的基本閱讀策略。 四、分析教師融入閱讀教學的原因與問題。 五、探討閱讀策略教學對各學科教學的擴散影響。 六、了解與探討教師於圖書資訊利用的情形。 本研究中採用訪談法，以一所國中為研究場域，針對五門學科(國文、英語、數學、社會和自然)各四位教師進行深度訪談。 訪談資料的分析結果有以下結論:教師認同需要閱讀策略融入教學來偏鄉學生改善學習能力，不過教師對於閱讀策略的認知相當有限。經過整合後學科需要的基本閱讀策略有瀏覽、摘要、辨詞、統整、解釋、比較、連結和推論，但不同學科之間仍有差異。除想養成學生自學能力外，另外教學意願也深受教學同儕的正面影響，然而教師認為趕課壓力卻是教學中最大的問題。閱讀策略教學對各學科教學確實具有助益與擴散影響，不過學科延伸閱讀的學習課程不多，呈現師生的學科圖書資訊素養不足，而教師多表示未來願意去嘗試設計推廣學科閱讀。 本研究分別對教育當局、學校單位和教師本身都有提出具體相關建議，以做為繼續推動長遠閱讀教育與活化教學的參考。From the condition of borrowing books in a school library to the Taiwanese reading literacy survey in 2015, it shows that the reading hobby of Taiwanese teenagers and adults is shallow and narrow. Shallow text means that the content is not good enough to think deeply and narrow hobby means people have their individual reading favorite and preference, such as light novels or the books of keeping fit. In the long term, such reading atmosphere goes against the stability and development of a country. “Rooted by education.” is an announcement won public attention. Thus, the junior high school teachers should think how to help students to use reading strategies well, to consider and recognize clearly, and to lead them to habepluralistic views. However, there is a certain difficulty for teachers to change their traditional teaching under diplomaism. The research studied the teachers who had practiced the incorporation teaching with reading strategies, and included 7 research purposes: 1.Understand junior high school teachers’ cognition and attitude about reading strategies. 2.Analyze the situation, gain and thoughts of teachers’ incorporation teaching with reading srtrategies. 3.Study the basic reading strategies of different subject’s needs. 4. Analyze the reasons and problems in teachers’ incorporation teaching. 5.Discuss Reading strategies’ spreading effect on different subject’ teaching . 6.Investigate the teachers how to use library information in teaching. The method of the research is in-depth interview. Choose 4 teachers for each subject (Chinese, English, Mathmatics, Social and Science) to make deepth interviews. Based on the analysis of the interviews, the major findings were as the following: The teachers agreed that rural students needed incorporation teaching with reading strategies to improve their learning ability, but teachers’ reading strategies cognition is quite finite. After integrating opinions, all subjects need browsing, abstracting, recognizing words, integrating, explaining, comparing, connecting, and inferring. However, there is still some difference among diverse subjects. Besides teach reading strategies to develop students’ independent studying, teachers are influenced by peers profoundly. Even so, their largest problem is the pressure to catch up school progress. Teaching reading strategies is doubtlessly helpful and effective in each subject’s teaching, but many extending reading courses in class is insufficient. Even though Reading literacy of subject is not abundant, teachers still expressed to design and popularize the subjects’ reading in the future. According to this research, the conclusions would offer the education authority, the administrative unit in school, and the teachers some concrete advises which could be the references to keep advancing the reading education and teaching actively