本研究旨在運用行動研究的方式，探討利用集中識字教學進行國小一年級閱讀之課程規劃與實施教學的歷程中所遇到的問題，找到解決的方案並及時修正，提升識字成效，並希望藉由識字教學課程的實施，提升學生的識字量，讓學生能提高閱讀的流暢度及閱讀理解能力。本研究以研究者所任教的一年級之十一位學生為研究對象，透過課程規劃及教學歷程和課後教學省思等資料加以分析，並以教育部常用字頻表於實施教學前後進行識字量的前後測，分析結果。歸納本研究所獲得的結論如下：一、利用集中識字教學確實可以提升國小低年級學童的識字量。二、活潑多元的教學設計可以提升學生閱讀的興趣。三、提升學童的識字量，對學生的閱讀動機與自信心有幫助。 最後依照結果，對低年級老師、學校及未來研究者提出建議。 The purpose of this study is to explore the problems encountered in the process of applying the concentrated literacy teaching in curriculum planning and reading implementation to the first-grade students of elementary school by carrying out the method of action research. The anticipation is to find the solutions to problems so that amendments can be made in time to enhance the literacy effect. It is hoped that through the implementation of the literacy teaching curriculum, students' vocabularies will be increased so that their reading skills as well as comprehension will be improved too.This study takes 11 first-year students taught by the researcher as the research objects. The data collected through curriculum planning, teaching process and after-school teaching reflection are analyzed. The common vocabulary table used by the Ministry of Education is conducted for the pre-test and post-test before and after the implementation of teaching. The findings of this study are summarized as follows:1. The use of concentrated literacy teaching can indeed improve the literacy of primary level elementary school children.2. Lively and diversified design of teaching can enhance students' interests in reading.3. It is helpful in terms of raising students’ reading motivation and building up self-confidence once their literacy are improved. In addition, some suggestions are proposed in the end of the search for the primary level teachers, elementary schools and those who would like to conduct relevant research in the future.
