提升閱讀動機的閱讀方案之設計與實施：以一個國小二年級班級為例

The Design and Implementation of a Motivation--Fostering Reading Program in a Second-grade Classroom

本研究根據閱讀動機相關理論與研究，發展了一個不需依賴外在獎賞，仍能有效提升國小學童閱讀動機的「好書大家讀」閱讀方案，此方案包含了好書推薦、每書一問、好書展示、好書票選及靜讀時間等五個部分。為檢視此方案的實施成效，以一個偏遠地區國小二年級的兩個班級為對象，其中一班實施為期十二週，每週一次的好書大家讀方案，另一班則進行例行的圖書館自由閱讀。活動前後對兩班學生實施閱讀動機的測量，並蒐集閱讀方案組學生於活動期間的表現、閱讀相關行為的觀察紀錄、及借書、讀書紀錄。結果發現，相較於控制組，在實施了此方案後，閱讀方案組學生的閱讀動機的確有明顯的提升，且他們的圖書借閱冊數及閱讀冊數都較活動開始前有增加，他們在活動中也表現出對活動、書本、及閱讀的高度興趣與投入。根據研究結果，本研究提出對教師及未來研究的建議。

Based on theories and research about reading motivation， this study developed a reading program which aimed at fostering elementary school children’s motivation for reading. The program is composed of five elements: book talks， question posing for each book， displaying the books， voting for the best book， and sustained silent reading. To examine the effects of this program， 2 second-grade classes from the rural area in Pingtung County were recruited as participants. The reading program was implemented in one class for 12 weeks， while the other class spent one class-session each week in the library to read books of the children’s own choice. Before and after the program， the students’ motivation for reading was assessed. The book check-out records and book reading records of the reading-program students were collected and their reading behaviors were observed and recorded by the teacher. The results indicated that after the program the reading-program group had higher motivation for reading than the control group. The students in the reading program checked out more books and read more books than before， and they showed high interests and involvement in the activity， in books， and in reading. The implications of the study were discussed.