| Summary: | 碩士 === 國立暨南國際大學 === 教育政策與行政學系 === 103 === The purpose of this research was to explore the award-winning schools’ program content of “Best Reading Award of Elementary and Junior High Schools’ reading advancing program” held by the Ministry of Education in the year of 2014. The research method used was content analysis. The Subjects of this research were the 27 award-winning elementary schools in 2014. The ideas, strategies, outcomes, obstacles, and breakthrough in the content of those schools’ in advancing reading program were analyzed. Whether there were differences among different background of these schools also analyzed. Lastly, the conclusions and suggestions were made based on the results of this research. The results were stated as follows:
1. The majority schools of award winning in advancing reading program, the ideas used to promoting reading comprehension abilities and developing interests in reading.
2. The strategies used to promote reading in awarding-winning schools. In developing reading curriculum, the most common was library instruction service. In carrying out reading activities, the most common used were performing style of whole school and the class instruction style. In advancing teachers’ professionalism, the most common used strategy was the in-school workshops. In integrating internal and external resources, the most used resources were in-school administrative staff and teachers’ resources. In incorporating information technology, the most common strategy was establishing exclusive website for reading.
3. In reading efficacy presented by the winning-schools, the most common used method was students’ award winning record.
4. There were significant differences in library used instructions of developing reading curriculum strategy, in school visits of advancing teachers’ professional development, in applying full-time reading carry-out teachers of award-winning schools from different areas. In developing reading curriculum strategies, there were significant differences in planning library used instruction curriculum, systematized reading courses, training volunteers in establishing reading environment strategies; there were significant differences in applying full-time reading program carry-out teachers of integrating in-school/out-school resources strategies, introducing resources of the community, integrating digital application media of integrating information technology.
5. There were six phases of award winning schools when advancing their reading education: resources, students, teachers, parents, environments, and curriculum. Award winning schools seek resources through various accesses, planned different platforms for various cooperative hands on activities and platforms for students to develop their talents, to carry out professional on-the-job training, to establish mobile bookshelves, to refer to the “reading strategy index” published by the Ministry of Education to overcome the obstacles.
Lastly, based on the results gained from this research, the researcher made suggestions for the educational authorities, best reader award school, schools that are willing to advance reading education, future related researchers, in order for them to bear in mind in planning reading education and future research.
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