Research on the Implementation Strategies of Reading Program for Paragon Primary Schools in New Taipei City

• Main Authors: Jen-Lung Hsiao, 蕭人龍
• Other Authors: Chung-Chen Cheng
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/71469414008148390592

碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 101 === The research explores the implementation strategies for different-level members of reading program from paragon primary schools in New Taipei City, including school administration planning, teachers’ professional development, library activities handling, class-reading group practice, parent-child reading and application for social resources. The samples in this research involve five primary schools in New Taipei City awarded “the paragon primary school for reading program” by Ministry of Education in 2008 and 2010. Interview is the method conducted. The researcher outlined the interview on the basis of relevant information gathered beforehand and obtained feedback from 18 interviewees as subjects to be analyzed, compared, discussed and deducted the conclusions. According to the research conclusions drawn from the analysis of the information acquired through the foregoing investigation, the implementation strategies of reading program for paragon primary schools in New Taipei City were summarized as follows, I.regarding school administration planning, such as reading project teamwork, fulfillment of school-based reading curriculum, reading environment with fun and fascination, and innovation management of school library II.regarding teachers’ professional development, such as solid planning of in-service training, constructive development of professional community and effective provision of reference books III.regarding library activities handling, such as various reading activities, refined partition into readers’ age and turning over of books from school library IV.regarding class-reading group practice, such as setting of reading corners, teaching strategies of reading comphrehension, use of internet service, lightening of reading homework and redeeming of slow reader’s performance V.regarding parent-child reading, such as building the reading-together concept for parents, making a parent-reading model, respecting children’s favorites, selecting parent-child reading time with care VI.regarding application for social resources, such as professionalizing of human resources, localizing of material resources and multiple ways of financial resources According to the research conclusions, several suggestions were proposed to educational administrative institutions, primary school administrators, teachers, parents and future researchers.