從科學賦能邁向共享繁榮：偏鄉讀寫教學體系的重塑與公私協力實踐

Empowering Rural Literacy Through the Science of Reading: Reshaping Instruction Systems and PublicPrivate Collaborative Practices for Shared Prosperity

偏鄉師資流動率高影響學童基礎讀寫能力的發展，是一個短期不易化解的困境。本研究試圖發展具科學韌性的讀寫教學模式，並以公私協力的方式尋求教育機會均等的永續模式。研究者首先透過課室錄影分析找出偏鄉讀寫教學的困境，進而依據「設計本位」原則，以閱讀科學為核心，發展出可在課室內實際操作的六節課完整教學模式。透過與民間的合作，將此教學模式推廣至50所偏鄉小學，並針對1,249名一年級學童的學習歷程進行追蹤評估。研究資料顯示，前測中有50.52%的偏鄉學童呈現「識字量低但語文理解高」的特質，這為教學介入提供了新的思考切點。後測結果指出，在使用結構化教案的實驗組中，學生的識字量成長顯著優於一般教學組（t = 2.32, p < .05），顯示此模式為穩定教學品質提供了一個初步的思考方向。本研究的結論指出，結構化且具實證基礎的教案資源，或可作為應對師資不穩定現況的一項可能路徑，為偏鄉教育追求共享繁榮的願景提供另一種實踐嘗試。

The systemic and intractable nature of high teacher turnover in rural regions presents a formidable challenge to students’ foundational literacy development. To address this enduring issue, the present study explores a scientifically resilient instructional paradigm aimed at stabilizing teaching quality. Following a diagnostic inquiry into rural literacy instruction through classroom video analysis, the researchers applied design-based principles to construct a comprehensive six-lesson model grounded in the Science of Reading (SoR). Facilitated by public-private partnerships with private foundations, this instructional experiment was implemented across 50 rural primary schools, monitoring the longitudinal progress of 1,249 first-grade students. Empirical assessments uncovered a distinctive profile among 50.52% of the rural student cohort, characterized by low word recognition despite proficient language comprehension. This finding suggests that reinforcing decoding skills constitutes a pivotal strategic intervention. Subsequent post-test results demonstrated that students in the experimental group, utilizing the structured lesson plans, achieved significantly greater gains in word recognition compared to those receiving conventional instruction (t = 2.32, p < .05). The study concludes that the provision of structured, evidence-based instructional resources serves as a viable mechanism for mitigating the negative impact of staff instability on instructional quality. This approach represents a pragmatic attempt toward alleviating learning poverty and advancing educational equity and shared prosperity in rural settings.