A Study on the Implementation and related Affecting Factors of a Reading Curriculum for Grade Three in an Elementary School

• Main Authors: Hsiu-hui Huang, 黃秀慧
• Other Authors: 林永豐
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/30033135597043487976

碩士 === 國立中正大學 === 教育學研究所 === 97 === This research is to discuss the “reading courses” in ZUOAN elementary school, its course implementation process, the factors affecting the course implementation, and the effects of the course on teachers and studen ts. The researcher uses case study as the method of research, taking the 3rd grade elementary students of ZUOAN elementary school and their teacher as the subject for research, and based on the “reading courses” planned by their teachers, further observati ons, interviews, document analysis, oral expression score table, the motive for reading and behavior survey were done to gather more relative information and research. The main findings are as follows: 1. From the aspect of the course implementation proces s The reading materials are based on the familiar themes known by the students, and combining it with life experiences and other fields to bring up a reading motive of the students, and create a strong feedback by the students; using picture books with s trong story board, combining it with videos as reading materials, which can increase learning interests of students and improve their understanding of the text. By means of guidance and examples in the discussion process, it has helped the 3 rd grade students to understand the more abstract part of the picture book. Through the diverse strategy of teaching to read, it improves the reading motives, reading comprehension and organizing ability of oral expression of the students. Referring to the different ability and characteristics of the students to modify the process of the implementation of the course helps course implementation. Design of additional activities can deepen the impression on learning and raise interests in learning. The learning design shou ld be transferred from basic to advanced level; the acceptance of reading the picture book by the students should be high. 2. Factors affecting the course implementation There are many factors that affect the course mplementation and the most vivid factor is the teacher. The teacher because of the limited resources and experiences in the design of the reading course affects the course plan and results of the implementation; long contents in the planned course, less time in class, leads to shortening of th e course by the teachers, and further affects the quality of the course. Personal backgrounds, characteristics, and emotional factors also affect the contents of course implementation and outcomes. The attitude of the students towards reading and individua l differences also affects the progress of course implementation. Apart from these, the time limit for borrowing and reading in “the library of love”, and different surroundings for teaching also affects the outcomes of course implementation. Morning reading, helping out in the subscription in “library of love”, professional conversation and administrative measures by the teachers, improves the implementation of the reading course. 3. Effect of the reading course on teachers and students The implementation of the reading course has positive effects on the teachers and the students. For students, it has raised the reading motives, and has changed their reading behavior. After the implementation of the course, the oral expression ability of the students has greatly improved. As for the teachers, during the process of the implementation of the reading course, after a draw on collective wisdom and absorb all useful ideas, division of work, sharing experiences and discussion and regression has improved the pers onal and teaching skills of the teacher; experiencing the teaching benefits during the course implementation process, and thus improving the relationship between teachers and students.