A study of pupils’ participation in the school reading program

• Main Authors: Yang, Ching-Hung, 楊境弘
• Other Authors: Chen, Shan-Hua
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/71128571271815142255

碩士 === 國立嘉義大學 === 教育行政與政策發展研究所 === 99 === Taking an elementary school for an example, the goal of the study is to investigate the promotion of reading activities in the elementary school and pupils’ participation in them from the perspectives of pupils’ subjectivity and practices of pupils’ rights. The resultants could be summarized as followed: 1. The background and characteristics of the school which obtained the highest honor concerning promotion of reading activities from the ministry of education: (1) The evaluation and rewarding system of the ministry of education concerning promotion of elementary school reading activities failed to notice pupils’ opinions and ideas and therefore did not have the opportunity to adopt them. (2) The efforts and prices that Mei-mei elementary school had contributed to the promotion of reading activities were tremendous that the omnifarious reading program was highly praised and honored. 2. The implementation of the reading program and pupils’ attitude toward it: (1) Pupils’ attitudes were passive concerning the promotion of the reading activities due to the failure of establishment of communication model between teachers and students. (2) The efficiency of material rewards was proved limited due to the lack of consensus in rewarding system of reading program. (3) Rather than the reading environment which is regarded as the major factor concerning reading motivation, the study found that interests that the books can arouse among pupils could be the key factor that the educators should not fail to pay enough attention. 3. Manifestation of pupils’ subjectivity and practice of pupils’ rights in the participation of pupils in the school’s reading program: (1) Forcing pupils to participate reading competition held by school administration could cause an antagonistic feeling even resentment that suppresses the subjectivity of pupils as being in the dominated position of adults. (2) The subjectivity of pupils was not adequately respected by the school administration therefore complaints toward it could not be avoided. (3) The monetary rewards could be easily misunderstood due to insufficient information about the management of them. The right to information of pupils was not properly respected. (4) The participation of pupils in the reading program was not actively self-motivated therefore the pupils' rights were not respected and properly brought into practice.