近來，教育體制的改革對英文教師的教學信念造成或多或少的影響，教師的實際教學是否因此改變值得探討。高中英文以培養讀寫能力為主，而閱讀能力又重於寫作能力，由學測、指考英文試題可見一斑。 為探究高中英文教師之閱讀教學信念及實際教學之相關性，本研究採用多重的研究方法，包含問卷、訪談及課堂觀察。研究分為兩階段，第一階段邀十七位高中英文教師填寫問卷，並依問卷結果選出兩位為研究對象，分別代表支持讀者為中心(reader-based)及雙向式(interactive)信念的老師。第二階段訪談這兩位教師並分別進行三堂及九堂課堂觀察；訪談內容分析後進行分類。課堂觀察則依觀察表記錄並分類，以比較教師信念和教學之相關性。 第一階段的問卷與第二階段的訪談及課堂觀察結果顯示：教師信念及實際教學呈現不一致。問卷顯示兩位教師的信念分別為讀者為中心(reader-based)及雙向式(interactive)，訪談的結果也證實如此。然而，課堂觀察結果顯示兩位教師的實際教學傾向以文本為中心(text-based)。本研究進而探討可能造成信念及實際教學不一致之因素，從課後訪談中發現主要原因有：學生素質、教材內容、授課進度、學校考試及教師本身，並於文末提出在教學信念與實際教學間取得平衡的建議。

本研究旨在探討學前教師閱讀教學現況及其相關影響因素。本研究透過文獻分析以及結構式觀察研究法，以了解閱讀教學的現況及其相關影響因素。本研究之母群體為台北市公立幼稚園教師，採用立意取樣和隨機抽樣的方式，選取研究樣本共計35位教師。研究工具為自編之「學前教師閱讀教學現況檢核表」。使用SPSS套裝軟體，將所搜集的資料進行描述性統計、單因子變異數分析、二因子變異數分析、薛費法事後比較。 本研究之研究結論如下： 壹、學前教師閱讀教學現況 一、閱讀教學內涵 所有的教師會教授字彙知識、口頭語言中的語音和語用，以及閱讀理解中的表層理解，但是較少強調聲韻覺識中的音節辨義單位、拼音教學以及閱讀理解中的理解監控。 二、閱讀教學方法 學前教師在五個構面中最常使用的教學方法如下：(一)聲韻覺識：讓孩子聽唱押韻的詩歌；(二)字彙知識：製作姓名卡片，讓孩子認識自己的名字；(三)口頭語言：讓孩子唸讀押韻的短文；(四)背景知識：利用故事圖片，引導孩子瀏覽和討論；(五)閱讀理解：進行與故事書相關的活動，以增進背景知識。 三、閱讀環境 在閱讀環境的營造如下：(一)閱讀時間：不會每天安排團體閱讀時間，且缺少固定的自由閱讀時間；(二)閱讀空間：多有提供獨立的閱讀空間和開架書櫃；(三)文字環境：教師多有提供文字環境的佈置，如：字詞表、日曆…等(四)圖書資源：多有在教室放置大量的圖書資源和建立書籍借閱制度。 貳、影響學前教師閱讀教學之相關因素 不同的教學年資，對學前教師的閱讀空間營造有影響。不同的教師學歷，對閱讀教學沒有影響。不同的教師閱讀教學研習時數，對學前教師的閱讀教學內涵、方法和環境有影響。不同教學年資和教師學歷的交互因素，對學前教師背景知識教學內涵有影響。 / The main purpose of this study was to understand the status and related factors of preschool teachers’ teaching reading. Literature review and structure observation were adopted. The population was public preschool teachers in Taipei city. By means of purposive sampling and random sampling, the samples included 35 teachers. The research instrument, the status of preschool teachers’ teaching reading chick list, was designed from literature by myself. The observation data was analyzed statistically by description statistics, one-way ANOVA, two-way ANOVA, and the Scheffé method through the use of SPSS. The major results are summarized in the following: A. The status of preschool teachers’ teaching reading a. the content of teaching reading All of the preschool teachers would teach vocabulary knowledge, pronunciation and language use of oral language, and surface comprehension of reading comprehension, but stress less on the tone, combining sounds of phonological awareness, and comprehension motoring of reading comprehension. b. the methods of teaching reading The methods of teaching reading using frequently in 5 dimensions: (a) Phonological awareness: Let children listen and sing rhyming poetry. (b) Vocabulary knowledge: To make children’s name cards. (c) Oral language: Let children read the rhyming short essay. (d) Background knowledge: To guided children flipping through the pictures of book and discussing. (e) Reading comprehension: To precede the relative actives. c. reading environment The reading environment includes 4 dimensions: (a) Reading time: The team reading time wasn’t arranged everyday. (b) Reading space: Most teachers would provide the independent space and an open shelf. (c) Print environment: Most teachers would decorate the classroom with the vocabulary agenda, a calendar, etc. (d) Book resources: Most teachers would establish a book-loaning system. B. The related factors of preschool teacher’s teaching reading Different working experiences influenced the reading space. Different educational backgrounds didn’t influence teaching reading. Different extended education hours influenced teaching reading. Different working experiences and different educational backgrounds influenced the background knowledge of reading .

本論文第一章說明研究本文之動機、目的、前人研究成果、研究範圍與方法及研究架構，其內蘊豐富之文學特質引起筆者注意，是為研究之動機。此外，臚列前人研究成果，以作為本論文之研究基礎，而筆者將在前人研究基礎上研究本經故事之文學特質，並將《賢愚經》與國文教學結合，期望將佛經故事運用在國文教學上，擴大國中教材閱讀範圍，使莘莘學子能了佛經故事中的文學特質並能明白故事中傳達之做人處事態度，是為研究之目的。 第二章探討《賢愚經》之傳譯及文學特色，分為四節：第一節探討《賢愚經》的編者及成書過程，第二節分析本經69品之命題方式，其中有以主要人物命名者，有以條件人物命名者，將在本節分析之。第三節探討《賢愚經》的表演性口頭敘事特色，分析本經中的前世今生故事架構、套語的使用及四字成句的句式筆法。第四節則說明《賢愚經》的修辭藝術。 第三章探討《賢愚經》布施故事的意象與主題，共分為三節：第一節分析《賢愚經》中「內施」意象與主題，這些故事在誇飾、對比、視覺摹寫的交互運用下，使意象具體鮮明進而帶出故事主題－「用求佛道，普濟十方一切眾生」。第二節分析「外施」意象與主題主要是宣揚「小施得大報」的布施功德。第三節分析「入海尋寶」意象與主題，本節乃是運用譬喻與象徵的方式，以海譬喻貪瞋癡構成的世間一切煩惱現象，以如意珠譬喻菩提心；所謂入海，指的是入生死煩惱大海；尋求如意珠，指的是要找出自身之菩提本心。 第四章《賢愚經》與國中國文閱讀教學共分三節：第一節先說明國中閱讀教學之涵義與目標。第二節提出《賢愚經》在閱讀教學之策略運用，運用林淑英所提出之高效能閱讀的八個指標，再配合提問6W策略並搭配九年一貫國文教學能力指標進行操作，並說明《賢愚經》中閱讀教學故事的選擇標準。第三節則進行閱讀教學教案撰寫。 第五章《賢愚經》與國中國文生命教育教學共分三節：第一節說明生命教育教學之意義與目標。第二節提出《賢愚經》在生命教育教學策略之運用，將以「學生」為主體，以《賢愚經》為生命教育教學之教材，以啟發與省思式的教學方式，引導學生將其舊經驗發展為新經驗，協助學生發展出適切的生命意義觀與態度，並說明《賢愚經》中生命教育教學故事的選擇標準。第三節進行生命教育教學教案撰寫。 第六章結論對《賢愚經》之文學特質─兼論《賢愚經》在國中國文教學上的運用做一總結，將本文研究《賢愚經》之文學特質與《賢愚經》落實在國中國文教學上的運用，提出研究成果與省思。

本研究旨利用WebQuest實施小學網路資源運用與閱讀之研究，透過「系統化教學設計模式」的使用，針對學習者、課程內容、教學目標與評量方式進行分析規劃，設計教學活動，撰寫學習教材，以「廣達游於藝～藝術頑童‧劉其偉‧探索天地」為教學研究主題，實際進行兩階段教學行動研究，再經回饋、反省、修正教學過程等程序，以嚴謹的態度發展而成。 本研究探討透過利用WebQuest小學網路資源運用與閱讀，學生在學習歷程的學習狀況，並推廣活動實施之成效及影響，最後是對於教學者與學習者使用WebQuest後的行為意向。採用行動研究，以研究者任教之班級學生為研究對象，實施WebQuest教學策略。研究過程中透過觀察、訪談及文件蒐集等方式，再輔以量化資料進行佐證，進行資料之交互分析與討論。主要研究結果有以下發現： 一、多數學生肯定WebQuest引導方式，透過探索可以豐富自己的閱讀理解能力，提供自主學習的機會，並運用概念圖繪圖的方式，加深與加廣網路閱讀的資訊素養能力，因此提升了學習轉轉義並反思的能力，以及增強學習得自信心。由以上分析了解利用WebQuest實施小學網路資源與閱讀之教學策略有助於提升學生之閱讀力解能力的表現。 二、在學習歷程中，透過合作學習方式進行探索學習課程，小組成員能透過討論及互相提醒的方式，完成任務學習。研究過程發現組長領導與小組討論的氣氛良好的組別，其學習成果展現亦較佳。教學者依循既定的系統化教學設計並整合「學習如何學習」的能力，使得在教學前做好個想教學準備，以及建立以學習者為中心的教學設計。以上分析了解利用WebQuest實施小學網路資源與閱讀之教學策略充分展現與運用相關理論，並大幅提升教師的專業成長，及學生的學習動機由被動轉為主動。 三、使用後的行為意向方面，透過WebQuest課程活動，學習者在既定的任務引導下，展現出自我導向學習。建構網路化教學環境，增加師生互動的機會以及對談的良善機制，並利用網路提供的多元溝通機制以及無時空限制的特色，擴大主動學習的效益以及在推廣閱讀增加網路閱讀的閱讀理解能力。 最後根據研究結論，就教師教學以及對於未來研究提出相關性的建議。 / The purpose of the research is to an application of WebQuest to the implementation of the primary network resources and reading through the use of systematic instructional design model "for learners, course content, teaching objectives and evaluation methods to analyze the planning, design teaching activities, writing learning materials Quanta tour at the Arts ~ Art urchin, Max Liu‧ explore the world "theme for teaching and research, practical action research conducted in two phases, via feedback, reflect on and modify teaching process and other procedures, developed in a rigorous manner. In this study, through an application of the WebQuest primary network resources and reading, students in the learning status of study course conditions, and promote the effectiveness and impact of the implementation of activities, and finally after the use of WebQuest for teaching and student behavioral intentions. Using action research, the students of classes taught by the researcher for the study, the implementation of WebQuest teaching strategies. Through observation, interviews and documents collection, such as the research process, and then supplemented by quantitative data to conduct evidence, the interaction of the data through analysis and discussion. The main research results the following findings: One, more than the number of students is certainly WebQuest guide the way to enrich their own reading to understand capacity through exploring opportunities for independent study, and the use of the concept diagram drawing of the way, to deepen and broader network to read the information literacy ability therefore to enhance the learning transfer escape and reflection capabilities, and enhanced learning to have self-confidence. From the above analysis to understand an application of WebQuest to the implementation of the primary school network resources and reading teaching strategies helps enhance the performance of the students' reading ability to force solution. Second, in a study course, through cooperative learning conducted to explore learning courses, team members through the discussion and remind each other to complete the task of learning. The course of the study found that the atmosphere of the head of leadership and group discussion good group, the learning outcomes show are better. Teaching those who follow the established systematic instructional design and integration of "learning how to learn" the ability, makes a good job in teaching before want teaching preparation, and learner-centered instructional design. The above analyzed the solution of the WebQuest the implementation of the primary school network resources and reading teaching strategies fully demonstrated with the use of relevant theory, and significantly enhance the professional growth of teachers, and students' motivation to learn from passive to active. Use behavioral intention through the WebQuest-curricular activities, learners established under the guidance of the task, displaying self - directed learning. Construct a Web-based teaching environment, teachers and students the opportunity to interact as well as on the talk goodness mechanisms, and use the network to provide multiple communication mechanisms, and features without the constraints of time, to expand the benefits of active learning and the promotion of reading to increase the network to read reading comprehension skills. Finally, according to research findings, classroom implementation and future research recommendations of relevance.

本研究旨在探討兩位國中英語教師閱讀教學信念及其課堂教學，同時分析師生課堂互動如何影響教師的課堂閱讀教學。過去研究顯示出學生對於教師的信念及教學有很大的影響，但課堂上的師生互動如何影響教師教學卻需要進一步的研究。本研究採取質性個案研究，研究過程採取訪談教師及學生和課堂觀察兩位教師的教學為主要資料蒐集來源。結果顯示教師所聲稱的閱讀教學信念與其實際課堂教學確有差異之處，而學生因素包括: (1) 學生課堂參與 (2) 學生對教授內容的理解 (3) 學生英語程度差異 (4) 學生考試壓力均影響教師調整課堂教學的內容。然而教師信念與實際教學差異卻反映了教師信念因應個別教學情境而改變的本質，同時透過教師信念研究亦凸顯了教師於課堂中真正扮演的角色。文末進一步提出相關建議，以期能作為在職教師及未來研究參考。 / The purposes of the present study are to investigate two junior high school English teachers’ beliefs and practices on reading instruction and how the teacher-student interaction in class impacts teachers’ reading instruction behaviors. Previous studies have shown the impacts of student issues on the teachers’ beliefs, but how exactly these issues interact with teachers’ in-class practices demands further investigation. The case study research, that is semi-structured interviews with participating teachers and students and classroom observations, was adopted in the present study. The results reveal that there are indeed discrepancies between the teachers’ claimed pedagogical beliefs and their in-class actions, and students’ in-class participation, their comprehension of teachers’ instruction, their diverse English proficiency levels and their examination pressure all present challenges to shape teachers’ actions in class. Nevertheless, these discrepancies between teachers’ beliefs and practice in turn reveal the situated nature of teachers’ beliefs, which help teachers develop more contextualized adjustments to meet their individual teaching contexts. Moreover, the investigation of teachers’ pedagogical beliefs make the instruction roles they play explicit. Finally, it is expected that the findings of the present study offer a new perspective to understand teachers’ beliefs and practices and provide pedagogical implications for in-service teaching profession.

本研究旨在探討使用閱讀網絡圖對於臺灣高中生閱讀理解能力的影響，並分析學習者對於使用閱讀網絡圖後的態度觀感。 根據研究目的，所採用的實驗工具為閱讀理解測驗以及態度問卷。實驗對象為台中市某私立高中的92名學生。實驗進行前，實驗組與對照組的學生們接受閱讀理解前測。在為期六週的教學期間，實驗組接受閱讀網絡圖教學訓練，而對照組則接受傳統的教師講述閱讀教學方式。實驗後，兩組學生接受閱讀理解後測；實驗組另在後測結束後填寫問卷。資料分析透過描述性統計、T檢定、與ANOVA檢視閱讀網絡圖教學的效益；問卷旨在瞭解學生對於閱讀網絡圖輔助閱讀理解的態度和看法。 研究主要結果如下： 1.閱讀網絡圖有助於學生閱讀理解。此外，閱讀網絡圖對於學生在回答克漏字網絡圖題型有助益，但其顯著差異並未反映在選擇題的作答表現上。 2.學生對於閱讀網絡圖抱持正面的態度。第一，他們給予網絡圖正面回饋；第二，他們肯定網絡圖對於閱讀理解及文章架構的助益；第三，他們表示有意願在未來應用閱讀網絡圖於英語文章或其他學科的學習上。 綜合研究結果，本研究透過瞭解閱讀網絡圖在閱讀教學上的效益，期能提供教師對於閱讀網絡圖的使用有更一步的瞭解，以充分幫助學生的英語閱讀學習。 / The present study aimed to investigate the effects of graphic organizer instruction on Taiwanese senior high school students’ reading comprehension. Also, it explored students’ attitudes toward the use of graphic organizers. Based on the purpose of this study, instruments included reading comprehension tests and an attitude questionnaire. Two intact classes of 92 private senior high school second-grade female students in Taichung City participated in the study. The classes were first divided into the experimental group and the control group. Before the treatment, the reading comprehension pre-test was administrated. During the six-week instruction, the experimental group received graphic organizer instruction, while the control group received the traditional reading instruction. After that, the effects of graphic organizer instruction were evaluated through measures of reading comprehension post-test. The attitude questionnaire was distributed to the experimental group right after the post-test. The quantitative analysis of the mean scores on comprehension tests was conducted through descriptive statistics, t-Tests, and two-way ANOVA to indicate the effects of graphic organizers. In addition, the data of the questionnaire were analyzed for students’ attitudes toward and perceptions of graphic organizers. The major findings of the study were listed below: 1. The results of comprehension tests showed a significant effect of graphic organizer instruction on reading comprehension of senior high school students. Besides, the graphic organizer instruction positively affected students’ performance on answering cloze graphic organizer questions, while its effect on students’ answering multiple-choice questions was not salient. 2. Information gathered from the questionnaire indicated students’ positive attitudes toward the facilitation of graphic organizers. First, the students expressed positive feedbacks toward the use of graphic organizers. Second, they confirmed the benefits of graphic organizer instruction like increasing their reading comprehension and familiarizing themselves with text structure. Third, they generally showed their willingness to apply the use of graphic organizers to future learning while reading English articles or studying other subjects. To conclude, this study may be of importance in understanding the effectiveness of graphic organizers in its application of reading instruction, as well as in providing English teachers with a better understanding of how to use graphic organizers so as to offer learners with best help.

某些字彙可預告句子間的關係及文章架構。這些特殊的預測性字彙包含了連接詞及一部份的名詞、動詞、形容詞及副詞。本研究的目的是探討學習這類預測性字彙在提昇學生閱讀能力的成效。 研究對象是桃園縣某所高中104位三年級學生。研究主要工具包括一份評估學生閱讀能力的全民英檢考題；兩份問卷用來調查學生對於預測性字彙及文章架構的認知；及最後進行的訪談以了解教學成效。研究過程分為三個步驟: (1)前測--- 閱讀能力測驗及問卷。以測驗成績將分數高於平均的學生分至A組而分數低於平均的學生分至B組，來調查不同程度的學生對此教學的回應有無任何差異。而問卷則是調查學生對所要教授的預測性字彙及文章架構有無任何背景知識 (2)教學實驗---為期四個月的預測性字彙與文章結構教學 (3)後測--- 問卷及個別訪談，以瞭解學生在學過預測性字彙與文章結構後，在提昇閱讀能力方面有無任何成效。 研究結果發現，此教學實驗對學生的英文閱讀能力有正面影響。學生回應在閱讀時的速度及在興趣和信心這兩方面都比在接受教學之前提升。A組的學生在有關篇章結構的閱讀測驗題目中表現較B組學生好。同時A組的學生也比較知道如何使用預測性字彙來解析文章結構。至於學生常用的字彙為連接詞。 / Certain lexical items are strongly associated with identifiable clause and textual patterns. In other words, they represent the organization of discourse. These words include connectives and a set of open-system vocabulary with similar properties like connectives. The purpose of the study is to investigate how the instruction in lexical signals and pattern may facilitate reading comprehension. The researcher also examines what kind of predictive words are used most frequently in the process. One hundred and four students, from a senior high school in Taoyuan, were the participants of the study. The reading comprehension test of GEPT, intermediate level (LTTC, 2002), was used to classify the subjects into two sub-groups before the instruction. Group A was the one with the scores above the mean of the test scores. Group B was the one with the scores below the mean. The researcher classified the two groups so as to examine if the subjects in the two groups had any different feedback or response to the instruction. A questionnaire was applied to investigate if the subjects had any idea about the use of signals and patterns before the instruction. Then, a four-month signal and pattern instruction was conducted on all the participants in the study. After the instruction, the second questionnaire was applied to the subjects to gather their feedbacks and responses to the instruction. Furthermore, 30 subjects were randomly selected for interview to get in-depth information for qualitative analysis. The results show the instruction had a positive effect on the subjects when they read English texts. Their reading speed, interests and confidence increased after the teaching of organizing signals and text patterns. And they were confident in using signals to spell out clause patterns. However, some of the subjects had problems of identifying textual patterns, which usually involve several clause patterns combined together to form a text. The signals they used most frequently were connectives, the most overt signals in texts. And the subjects in Group A performed better than those in Group B when making use of predictive signals to spell out patterns. The result shows a strong relationship between the subjects’ English proficiency level and their manipulation of discourse-organizing words and textual patterns.

本研究目的有三：1.探討國小閱讀教學活動、實施方法與規劃設計。2.探討國小二年級學童閱讀素養與技巧指標。3.探討我國國小閱讀教學活動實施成效評估的方法。 為瞭解國小閱讀教學活動成效評估，配合研究目的，本研究將閱讀教學活動的成效評估，視為學生在參與閱讀教學活動後，閱讀素養的評估。更依林玫伶（2008）的分法，進一步將閱讀素養分為「閱讀技巧」、「閱讀行為」兩大部分探討。 本研究使用焦點團體法，建構「二年級閱讀技巧指標」。以「二年級閱讀技巧指標」為依據，進行閱讀教學前測，接著進行10週的閱讀教學與觀察，最後進行閱讀教學的後測。以閱讀教學前測後測的差異，分析二年級學童在參與各種不同閱讀教學活動設計後，閱讀前、後技巧差異情形，及閱讀行為之觀察。並藉此提供學校單位，進行閱讀教學活動之參考。根據研究結果，可獲得以下結論： 一、建構二年級閱讀技巧指標與實施 （一）二年級閱讀技巧指標分三大向度、七子項指標。 （二）學童缺乏生活經驗，影響閱讀技巧的相關指標施測表現。 （三）經過閱讀教學後，「字彙辨識」、「閱讀應用」相關指標，進步仍不顯著。 （四）經過閱讀教學，閱讀理解能力呈微幅提升。 （五）閱讀技巧不需過度訓練，避免扼殺閱讀興趣。 二、閱讀教學成效評估 （一）閱讀教學對閱讀技巧、閱讀行為皆呈正向關係。 （二）閱讀技巧差者，對於閱讀教學時，個人評量方式排斥，若以小組討論方式，效果較佳。 （三）豐富有趣的閱讀教學活動設計，可促發閱讀動機，反之則否。 三、閱讀教學應針對學童年齡，給予適度教學策略，摘要法及預測法最適用於低年級。 四、閱讀教學困難多，舉凡師資、閱讀教學策略選擇、人力、經費缺乏、其它活動壓縮閱讀教學時間，都是閱讀教學現今面臨的問題。

本研究旨在探討國民中、小學生后設認知的發展及其與閱讀理解之關係，並進而驗證 后設認知的閱讀策略教學之有效性。期藉此研究發現，提供國民中、小學教師閱讀教 學及學習輔導之參考，俾提高教學之效果，並增益學習的效率。 為使研究結果具有代表性，本研究不惜動用大量經費、人力及時間，以從事調查研究 ，並進行教學實驗研究工作。 有關後設認知與閱讀理解之調查，取樣對象遍及台灣地區，分北、中、南三區，每一 地區隨機抽取四個縣市，每一縣市各隨機抽選一所國民中學和一所國民小學；研究對 象從國小三年級至國中三年級，每一年級再分層隨機抽選男生10位、女生10位。 有關教學實驗之研究，則選取高雄市一所國小和一所國中，由國小三年級至國中二年 級，每一年級分別組成一組實驗組和一組控制組，進行教學實驗。 本研究首先採用調查法，實地實施測驗並進行一對一的晤談錄音，搜集有關的資料， 再運用統計技術加以分析，比較不同年級、不同心理特質的男女學生後設認知之差異 情形，並探究不同後設認知能力的男女學生其閱讀理解的表現情形。其次，進行後設 認知的閱讀策略教學；實驗設計為實驗組、控制組前測後測設計。採用Palincsar 和 Brown(1984) 的「相互教學法」 (reciprical teaching)，選取適合各年級水準的閱 讀資料二十篇，進行包含了綜合閱讀策略與後設認知技能的四種活動；摘錄重點(su- mmarizing)、自我發問 (self-questioning) 、澄清疑慮(clarifying)、和預測後果 (predicting)。最後評量實驗結果，以驗證後設認知的可教性及其教學成效。 研究結果主要發現如下： 一、國民中、小學生後設認知的差異，隨年級、性別之不同而有差異： (一)國民中、小學生後設認知知識之差異，因年級、性別之不同在而有差異。年級方 面, 以國小六年級為最好，其次為國二和國三，而以國小三年級最差。性別方面，女 生

視英語為第一外語的學習，一直是學生生活中一個重要的課題。英語的使用變的更為普遍，以位於東亞國家的台灣來說，就已經開始重視英語的教學。然而，大部分的家長仍不滿意孩子們的英語能力，因此，而產生了所謂的補習班。為了增進學生的閱讀能力與態度，任何一種有效的教學策略都是值得探討的。本研究的主要目的之一，便是了解平衡閱讀教學的出現，如何增進國小學生英語學習的效能。而實施行動研究的目的，主要是為了確認平衡閱讀教學的效果。在為期五個月的前導研究完成後，其研究成果便成為正式研究的基礎架構。本研究之對象為15位台北市國小一年級參加補習班的學童。研究結果顯示，平衡閱讀教學對於增進學生字彙的認知能力、語音覺識與技巧有所幫助，同時，也能大幅增進學生學習英語的自信心。除此之外，平時就有參加補習班的學童進步的程度也明顯大於未參加的學童。然而，為了增進教學的效能，系統化的發音教學範例在幫助教師制定更為合適的教學計畫與學習內容上，是極為必要的。 關鍵字:平衡閱讀教學、字母知識、語音覺識,閱讀態度,英語初學者。 / English language learning as the first and foreign language has always been an important factor in a child’s life as a student. As the usage of the English language becomes ever more apparent, East Asian nation like Taiwan has started to place much focus on its teaching. However, many parents in Taiwan are still unsatisfied with their children’s English abilities where they gained from formal school, hence the so-called cram school. In order to improve student reading ability and attitude, any effective teaching strategies are worth exploring. The main objective of this study is to determine how balanced reading instruction will enhance English learning effectiveness among EFL beginners. An action study was done in order to identify teaching effects of a balanced reading instruction. A pilot study was first accomplished, which later served as the backbone of the formal study. Participants were fifteen first graders at an English cram school in Taipei. Data collections were gained from abecedarian reading assessment, reading attitude questionnaires, observations, interviews and recordings methods. Results showed that balanced reading instruction is helpful in enhancing students’ letter knowledge, phonological awareness and increasing the students’ reading attitude. In addition, students who attended class in the cram school regularly improved better than those who did not. However, in order to improve teaching efficiency, more systematic phonics teaching are needed in order to help teachers make appropriate teaching plans for the EFL beginners. Keywords: balanced reading instruction, letter knowledge, phonological awareness, reading attitude, EFL beginners