| 摘要: | 閱讀能力等於競爭力，世界上所有先進的國家、有見識的政府或領袖莫不大力推廣閱讀。2007年最新公布的「國際閱讀素養調查」(Progress inInternational Reading Literacy Study,PIRLS)，台灣在45個國家/地區中，整體排名第22，遠遠落香港、新加坡、韓國、日本之後。既然閱讀能力攸關國家的競爭力，政府亦預計於五年內投入13億來推動閱讀，掌握推動閱讀的關鍵成功因素，直接影響閱讀活動是否得以順利推動。 本研究在設計上，運用文獻1.分析、訪談與實務，初擬國小推動閱讀活動關鍵成功因素之層級架構；2.運用可用層級調查問卷及相對權重調查問卷確認層級架構；3.運用Fuzzy AHP法(Fuzzy Analytic Hierarchy Process,FAHP)，建立國小推動閱讀活動關鍵成功因素之權重體系。 本調查問卷寄給25位專家，在25份調查中，回收24份，回收率達到96％。本研究提出6個構面和32個評估因素，影響國小推動閱讀的重要構面包括：1.政府部門的行政作為；2.學校單位的行政作為；3.教師的閱讀教學素養；4.社會資源的支持系統；5.家庭促進閱讀的功能；6.學生及同儕的閱讀行為。其中最重要的是教師的閱讀教學素養以及家庭促進閱讀的功能。 影響之成功因素前五項為：1.教師認同與重視閱讀活動；2.父母的閱讀習慣；3.教師具備指導學生閱讀的專業知能和策略；4.家庭的閱讀活動；5.教師能營造閱讀氣氛與環境。 最後根據研究分析的結果，提出對推動閱讀活動的四點建議：1.積極培訓教師，提升閱讀教學的知能；2.倡導閱讀必須先教育家長；3.提高宣示的層級，達到向公眾宣導的效用；4.發展圖書館行銷策略增加利用率。 本文透過專家的協助與參與，排序出推動閱讀活動需掌握的因素，提供予相關單位在推動閱讀時的參考依據，以期作決策之時，能掌握關鍵達立竿見影之效。
Reading capability equates to competitiveness. In nearly all advanced countries, knowledgeable governments or leaders with insights, they are all for the promotion for reading. In 2007’s latest publication of “Progress in International Reading Literacy Study, PIRLS”, it indicated that Taiwan ranked at 22nd among 45 countries/areas and fell far behind Hong Kong, Singapore, Korea and Japan. Since reading literacy is pertinent to competitiveness for the country as a whole, the government also is expected to inject 1.3 Billion NTD as resource to promote reading literacy, and the key to command successful factors for promoting reading literacy can directly impact whether the reading activity can be smoothly promoted implemented. In research design level, this thesis applies: 1. Documentary analysis, interviewing and practical practices, with the initial planning for AHP of the key successful elements for promoting elementary school’s reading activities; 2. Applies feasible AHP survey as well as relative weighting survey to confirm the validity for AHP application; 3.Applies Fuzzy AHP (Fuzzy Analytic Hierarchy Process,FAHP) to establish the weighting system of key successful elements for promoting elementary school’s reading activities. The survey sheets were distributed to 25 experts and there were 24 sheets collected with successful collection rate reaching 96%. According to our results, six objectives and thirty-two evaluating criteria are developed in this study. The vital profiles impacting elementary school in promoting reading literacy proposed by his thesis are as follow: 1. Administrative action of governmental department; 2. Administrative action from school authority; 3. Teacher’s reading and teaching accomplishments; 4. Social resource supporting system; 5. Family function in facilitating the reading literacy; 6. Reading behaviors of students and peers. And most of all, teacher’s reading and teaching accomplishments as well as family functions in facilitating the reading literacy matter the most. The top five key elements for overall weightings are as follow: 1. Teachers identify and value reading activities; 2. Parental reading habits; 3. Teachers possess both the professional knowhow and strategy for guiding students towards reading; 4. Family reading activities; 5. Teachers can cultivate both the reading atmosphere and environment. Based upon the research findings, this thesis proposes four suggestions for promoting reading literacy: 1. Proactively train teachers to promote the knowledge capability for teaching how to read; 2. Initiate and guide the program of first educating the parents; 3. Promote the level of announcement to reach the effective level equating to promotion to the public at large; 4. Develop library marketing strategy so as to increase its usage ratio. This thesis manages to sequence the needed commanding elements for promoting reading literacy activities through expert participation, and it is expected as the references for related organizations in promoting reading literacy as well as making decisions in order to command the key elements so as to reach the effectiveness like acquiring instant results from efforts being put in. |
