閱讀學科教學知識內涵及背景因素影響之探討

An Exploration of Reading Pedagogical Content Knowledge and Factors Influencing Students’ Perception

閱讀學科教學知識是教師閱讀教學的核心知能，卻是目前國內閱讀研究中較少被探究的部分，本研究採統整質量研究方法，目的在探究教師的閱讀學科教學知識內涵及不同背景因素於閱讀學科教學知識的差異情形。以879位國小五、六年級學生為對象進行問卷調查，研究結果發現，閱讀學科教學知識內涵包括：學科內容知識、教學策略知識、教學表徵知識，以及評量學生理解的知識。其中國小學童對教師閱讀學科內容知識的知覺最高，女性或畢業於教育大學語文教育科系教師的閱讀學科教學知識較佳，初任教師或近3年研習次數少於五次的教師之閱讀學科教學知識較低。歸納訪談及觀課的結果發現，教師多以教師中心進行教學，閱讀策略教學的步驟不明確，教師轉化知識為策略與表徵的能力有待強化。文末根據研究結果提出教育實務上的建議。

Reading pedagogical content knowledge (PCK) is the core competency of reading instruction, yet a rarely touched area in reading research in Taiwan.Therefore, this study adopts a mixed method, with the purpose of exploring the content of teachers’ reading PCK and the differences in reading PCK of different background factors. Questionnaire survey has been conducted to 879 grade 5 and grade 6 students. Research results found reading PCK included:subject-matter knowledge, instructional strategic knowledge, instructional representation knowledge, and knowledge of how to assess students’understanding. Among these factors, elementary school students have highest perception on teacher’s subject-matter knowledge. Female or teachers with language education major graduated from education universities possess better reading subject-matter knowledge, while novice teachers or teachers participated less than three professional development sessions possess less reading subject-matter knowledge. From interviews and classroom observations this study further finds that there is no specific procedure on reading strategy instruction, yet mostly teacher centered. Teacher’s ability on transferring knowledge to strategy and representation needs improvement. At the end, this study makes practical suggestions based on research results.