The Research on Elementary School Teachers’ Teaching Strategies for Reading in Penghu

• Main Authors: Shu-tien Sun, 孫淑瑱
• Other Authors: Chin -Tsai Lin
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/10232718483785481483

碩士 === 國立臺南大學 === 教育學系課程與教學（澎湖）碩士班 === 95 === The purpose of this research aimed to discuss the elementary school teachers’ teaching strategies for reading in Penghu. The researcher handed out 338 questionnaires to teachers in 41 elementary schools in Penghu. Among the 338 questionnaires, 325 were returned, and 320 of them were effective. The data in this study were analyzed by the statistical procedures of mean, standard deviation, and one-way ANOVA. The research findings were stated as below: 1. The present situation of reading teaching. (1) Most of the teachers considered it important to arouse students’ interest in eading. (2) Most of the teachers agreed the teaching strategies for reading was helpful for students. (3) Teachers used reading materials at hand to plan reading teaching. Therefore, the supply of books was quite crucial to the planning of reading teaching. (4) The most frequently used ways of teaching reading were scaffolding learning, cooperative learning, and independent reading. (5) Teachers obtained information of reading teaching mainly from books and attending seminars. (6) The reading activities used by teachers to encourage reading were writing of reflections and reading record. 2. Differences between teachers’ applying teaching strategies for reading in different situations. (1) On the whole, the application of teaching strategies for reading pervaded most schools. (2) There was a significant difference, on the whole, in the application of teaching strategies for reading between senior teachers and teachers with higher educational degrees. (3) There was no significant difference in comprehension-enhancing teaching strategies for reading among teachers with different backgrounds. (4) There was a significant difference in comprehension monitoring and adjusting teaching strategies for reading among teachers with different service years. (5) There was a significant difference in using teaching strategies for reading that stimulate higher-level cognition among teachers in different places. Based on the above research findings, suggestions were made as a reference for educational administration authorities, elementary schools, elementary school teachers and further research.