本研究之目的即在探討桃園縣閱讀特色學校閱讀推廣與學生參與現況，並瞭解學生對活動之滿意度情形，透過對縣內八所閱讀特色國小之圖書館負責人進行訪談調查，瞭解其校內推廣閱讀活動之現況，並以問卷調查探討各校高年級學生之活動參與及滿意度情形。 經調查顯示，在推廣現況方面，桃園縣各校在政府大筆挹注經費、校長理念支持及老師的凝聚共識之下，不但館藏量獲得大量提升，更能與校外機構進行初步的合作，積極推廣閱讀活動，然而專業人力不足、無固定購書經費、教師閱讀指導能力與教學時間不足、家長配合意願偏低、館藏空間不足等問題，仍是閱讀活動推行多年後，各校所面臨的困境與問題。 在學生參與現況方面，大多數的學童較喜愛參與閱讀活動，其中對動態閱讀活動的喜好程度較高。逾半數學童參與原因為自己想參加，然仍有逾四成的學生，參與閱讀活動時處於被動狀態，需他人從旁鼓勵；學童參與閱讀活動的動機大多以內在動機為主，顯見大多數學生能覺知閱讀的重要性；而學到新知識、增進語文能力和學會閱讀技巧或方法，是國小學童認為參與活動後對自己最大的影響。經差異分析發現，女生的參與意願及參與動機明顯高於男生；而五年級之參與意願則明顯高於六年級。 在活動滿意度方面，學生對於活動宣傳方式及獎勵方式的滿意度最高，對於活動類型的滿意度最低，而差異分析發現，對於閱讀活動之滿意度，女生明顯高於男生，五年級學生高於六年級學生。 由研究結果歸納建義，在教育相關單位方面，應鼓勵校長成為閱讀推廣人才，設置專業圖書館主任，擬定館藏發展政策，以提高國小圖書館服務層級，並建立各校閱讀資源共享機制；在學校方面，應以長遠的眼光持續推廣兒童閱讀活動，組織閱讀教師專業社群，制訂閱讀活動評鑑制度，並持續推廣社區閱讀，最後，應加強與公共圖書館建立合作機制，以整合閱讀推廣之相關資源。 / The purpose of this research is to have a general review of Certified Reading Featured Schools. Interviews of librarians from 8 schools have been conducted as well as questionnaires to investigate higher graders involvement in the reading program of each school. The result shows prominent improvement in regards of the quantity of books due to large substantial funds from the government plus various in-campus reading schemes However, challenges are still there. The lack of professional librarian and regular funds for book purchasing, insufficient professional knowledge in reading instruction and teaching hours, lack of room and low commitment from parents are common problems faced by these schools. In regards to the students’ participation, most children enjoy reading activities and statistics shows prominent engagement in dynamic reading activity. More than half of the children engaged in such activities on their own wish but there are still more than 40% of students need adult guidance and encouragement. Generally students acknowledge the importance of reading as statistics show intrinsic motivations are prevalent among these participants. These elementary students express their great improvement over acquiring new knowledge, language proficiency and reading strategies after taking part of various reading schemes. The study also shows that girls’ engagement and motivation are prominently higher than boys. 5th graders involvement is higher than 6th graders. In regards to the feedback from students, scheme marketing strategy and rewarding system are on the top of the satisfactory criteria. The variety of activity, however, is at the bottom of the rank. Girls are prone to be happier in the activities than boys. 5th graders are more satisfied than the 6th graders. In conclusion, the study suggests following improving strategies to in-campus reading schemes. First of all, principals should be trained as the key advocators of reading. Professional librarian should be installed to develop and organize in-campus reading schemes. As for the professional development, a network of teaching reading should be set up to promote sustainable reading schemes and assessment of such activities. Strengthen cooperation with public libraries is also recommended to integrate community-based resources.

本研究旨在探討同一文本不同形式讀物對國小高年級學生閱讀理解與創作之影響。學生閱讀純文字形式或圖文形式文本後，以閱讀理解測驗來檢測不同形式文本對學生閱讀理解之影響。在創作部份，透過續寫創作來了解不同形式文本對學生創作力表現之影響。最後，從課程問卷了解學生在閱讀圖文形式文本時對文字與圖畫關係的看法以及閱讀活動之喜好。 本研究以臺北市某國小之高年級學生為研究樣本，實驗組與對照組皆為28人，採準實驗設計和問卷調查法。依據學生之閱讀理解和創作前後測成績，用T檢定和單因子共變數分析來分析比較兩組學生之閱讀理解表現和創作力表現。從學生問卷填答狀況來統計分析學生對圖文關係之看法和閱讀活動的喜好順序。根據研究結果，可獲得以下結論： 一、 國小高年級學生閱讀圖文版文本在閱讀理解表現明顯優於閱讀文字版文本且不受性別因素影響。 二、 國小高年級學生閱讀圖文版文本時認為圖像與文字具有輔助、對稱與增強之關係。 三、 國小高年級學生閱讀圖文版在創作表現明顯優於閱讀文字版。 四、 國小高年級學生最喜歡的閱讀活動為影片欣賞，其次是續寫創作，而喜歡程度最低為閱讀理解測驗挑戰活動。 最後，根據本研究結果提出建議，以作為國小閱讀課教材選擇、課程設計與未來研究之參考。

基於閱讀的價值性、重要性及影響性等特質，促使閱讀能力的培養持續受到各界關注，而家庭更是影響孩童閱讀習慣養成的重要環境之一，因此本研究旨在探究性別及家庭社經地位對家庭閱讀活動的影響，並且探討家庭閱讀活動的活躍程度與學童閱讀行為及閱讀態度養成間的關係。 本研究採問卷調查法，以台北市某八所公立小學二年級學童共計317人作為研究樣本，研究結果顯示：女性及中、高社經地位學童在家庭閱讀活動、閱讀行為及閱讀態度的表現上皆較佳，而家庭閱讀活動與閱讀行為及閱讀態度彼此間都呈現顯著正相關情形。由上述結果可推論，家長可能由於對子女性別的刻板印象而投入較多的心力在與女兒從事閱讀活動，且社經地位較高的家長，除了較有能力提供豐富閱讀資源外，也多半較重視閱讀能力的培養，因而顯示其家庭閱讀活動較為活躍；而家庭閱讀活動越活躍的學童，其閱讀行為與閱讀態度也同樣呈現積極的情形，且豐富的閱讀行為亦能帶動正向的閱讀態度。 基於以上研究發現，本研究建議家長應在家庭閱讀活動中扮演更為主動的角色，例如嘗試建立固定家庭閱讀時段，盡可能投注均等的時間陪伴子女從事閱讀；且學童本身亦可與同儕建立讀物分享的團體，並充分利用各界圖書資源；而政府則是可以考量推動內政單位與教育單位合作的可能性，藉由社會力量協助以改善低社經者的家庭閱讀活動不足的情形。 / Based on the value, importance and impact of reading, building reading ability continued to be concerned. And the family is one of the important environment where affect the children to make a rule of reading habits. So, the purpose of this study is to explore how sex and family socio-economic status affect the family reading activities, and what relations of the level of family reading activities, children reading behavior and reading attitudes. This study used questionnaires to sampling a total of 317 second grade children in 8 public schools of Taipei. And the research results showed that: girls and children of middle-high socio-economic status whose family reading activities, reading behavior and reading attitude is all better. In addition, family reading activities, reading behavior and reading attitude showed a significant positive correlation. Results can be deduced from the above, parents of their children may be due to gender stereotypes and to invest more heavily in the effort to engage in reading activities with daughter, and higher socio-economic status of parents, in addition to is not having a better position to provide a rich resource of reading, but also identify importance of reading ability, which family activity of reading is better. And family reading activities is more lively, their children’s reading behavior and reading attitude is better. And at the same time, a wealth of reading behavior can lead to read positive attitude. Based on the above findings, this study suggests that parents should play a more active role to reading with children, such as creating a fixed period of family reading time, to accompany their children in reading equal bets as far as possible. And children also can establish reading groups with their peers to share all kinds of books. On the other side, try to make full use of library resources from living surroundings. While the Government is considering to advance cooperation of the educational unit and internal affairs unit , depend on social forces to help to improve the low socio-economic families reading activities.

本研究旨在探討各種不同種類網路閱讀活動對不同程度學生的回應，進而研究受試者對不同種類網路學習活動對於英文閱讀能力的實際影響。 本研究的實驗對象是十七位台北市信義區一所職業學校的高一學生。在研究初期，研究者以北市職校全民英檢考題之閱讀能力部分測試學生並將他們分出高、中、低三種程度，繼而讓學生接受為期將近四個月不同種類網路閱讀活動訓練。實驗過程中，每項活動後均以各種不同簡單的讀後測驗、練習、筆記或作業來檢視學生利用網路培養閱讀能力之可行性。在學期近結束前，再以另一份北市職校全民英檢考題之閱讀能力測驗題作為本實驗的後測。研究是藉由背景問卷調查以及回饋問卷調查中瞭解不同種類網路閱讀活動對於學生之影響。 本研究採用質與量的分析方法。質的分析涵蓋：（一）實驗對象對於不同種類網路閱讀活動的回應﹔（二）實驗對象應用網路學習對於英文閱讀及網路技巧的影響。量的分析根據SPSS來統計：前後測數值的差異。 根據以上的研究結果發現：（一）學生對於本研究所採用的四種網路閱讀活動（兒童英語學習、網路字彙查詢、網路資料搜尋與設計—WebQuest、教學式的網路會議）感到有趣，尤其是教學式的網路會議﹔（二）網路閱讀活動引起學生主動使用各種不同網路工具來解讀文章內容及找尋有益的英語學習網站﹔（三）經過訓練後，教學成效方面，以高等程度學生進步最多，中等學生次之，低程度學生幾乎看不出進 步。最後，本研究提出一些英文教學上之建議：（一）應選擇有趣、有幫助的網路閱讀活動提升學生的閱讀興趣與閱讀理解能力﹔（二）應藉由網路字典所提供的快速搜尋功能輔助學生找回閱讀英文的信心﹔（三）應盡量利用課後網路閱讀活動，如改良式的網路會議，以提升同儕及師生間的互動並培養自學習慣。希望本研究能提供目前台灣職業學校教師及學生在閱讀教學與學習方面一些啟示與方向。 / This research aims mainly at the effect of different types of web-based reading tasks on different levels of students’ English reading comprehension ability, reading attitude, and motivation. Seventeen vocational high school students were involved in this research. All the participants were given the TVHSGEPT (Taipei Vocational High School General English Proficiency Test) as a pre-test in the beginning of the first semester of the 2005 school year. The participants were then categorized into three proficiency levels—high, middle, and low—based on the scores of the test result. A less than four-month Web-based reading program was then introduced to the participants. During this process, every task was examined through tests, exercises, note taking, or homework to understand the practicality of using web-based tasks to cultivate students’ reading ability. At the end of the semester, another TVHSGEPT was given to the participants as a post-test. However, the research chiefly used background and feedback questionnaires to understand the effects of different web-based reading tasks on the participants. This research adopted both qualitative and quantitative analyses. The qualitative analysis consisted of (1) the students’ responses to different types of web-based reading tasks and (2) the improvement of the participants’ English learning and computer and Web-use skills. By executing SPSS program, the quantitative analysis included the difference of statistical values between the pre-test and post-test. According to the findings, first, the students were interested in the four types of web-based reading tasks (online children’s reading websites, online dictionaries, WebQuest, and modified web conferencing). Second, the web-based reading tasks helped the students to actively find different web-based tools to comprehend reading content and search for new and helpful English-learning websites automatically. Third, high-proficiency students gained the most, then middle-proficiency students; the low-achievers showed very little obvious progress. This research offers some suggestions: first, teachers may select interesting and helpful web-based reading tasks to enhance students’ interest and reading comprehension. Second, through the use of online dictionaries with their quick search functions, students can regain their confidence in learning English. Third, after-school web-based reading tasks such as modified web-conferencing are a good motivator; they also help in cultivating cooperation and relationships among peers and between the teacher and students. In conclusion, this research offers pedagogical implications for vocational high school English teachers who are considering using web-based reading tasks and effective teaching strategies.

近年來，推廣終身學習與培養資訊素養日益受到重視，國內外政府均將推廣閱讀視為重要的課題。由於文化建設成果，台灣各鄉鎮普設圖書館，由於鄉鎮圖書館直接接觸鄉鎮居民，成為推廣閱讀活動第一線角色。 本論文旨在探討台灣地區鄉鎮圖書館推動閱讀活動之現況。首先就閱讀與閱讀活動之意涵、各國的閱讀活動與政策、圖書館推動閱讀的任務與功能、公共圖書館推廣閱讀活動之類型與策劃、台灣地區鄉鎮圖書館閱讀推廣之相關文獻進行研討，並簡要回顧台灣地區鄉鎮圖書館的設置起源與歷年來閱讀推廣活動的概況。 採用深度訪談法，以立意抽樣之方式選擇訪談對象，共計有台北縣深坑鄉立圖書館、南投縣埔里鎮立圖書館、台南縣歸仁鄉立圖書館、屏東縣長治鄉立圖書館等四所圖書館，藉由訪問承辦閱讀活動之鄉鎮圖書館員、閱讀活動中的帶領人、以及參與閱讀活動的讀者等，匯集多方的想法與建議，從圖書館所辦理閱讀活動的類型、內外資源的運用、所遭遇到的困難與問題、民眾參與的程度等面向，分析台灣地區鄉鎮圖書館閱讀推廣活動辦理概況，並探討其成功模式。 根據文獻與訪談結果，建議政府及圖書館上級主管機關應：1.訂定閱讀相關法案與政策；2.輔導鄉鎮圖書館推廣閱讀；3.利用全球性的閱讀節日加強宣導；4.加強應用網路資源推廣閱讀；5.鄉長應慎選熱心館長；6.加強閱讀培訓課程；7.出版閱讀推廣之策劃等相關出版品；8.辦理閱讀推廣有成的圖書館觀摩與交流活動，建議鄉鎮圖書館應：1.積極地舉辦閱讀推廣活動；2.結合教育單位與民間團體，善用社會資源共同推展閱讀；3.倡導愉悅的閱讀；4.利用獎勵推廣兒童閱讀；5.行銷館藏與推薦好書；6.加強購買新書以即時供應閱讀需求。 / In recent years, the promotion of lifelong learning and the training of information literacy have been bestowed a gradual increase in attention. Both local and international governments regard reading promotion as an important subject. Due to Taiwan’s elaborate cultural infrastructure, widespread rural libraries establish direct contacts with nearby residents, playing a major role in promoting reading activities. This thesis aims at exploring the situations of rural libraries’ reading promotion activities in Taiwan. This research discusses the following issues: the definitions of reading and reading activities, the different reading activity policies of various countries, the mission and function of public libraries in promoting reading activities along with the types of promotions and their planning, a discussion of relevant documents regarding the promotion of reading by rural libraries, and a brief review of the establishment of rural libraries and their general situations in reading promotion. The methods of this study are literature analysis and in-depth interview. Chosen through purposive sampling, interviewees include the Shenkeng Township Library of Taipei County, the Puli Township Library of Nantou County, the Gueiren Township Library of Tainan County, and the Changjr Township Library of Pingdong County. By interviewing the rural libraries that hold reading activities, their activity leaders, and activity participants, this thesis gathers different ideas and suggestions. Through rural libraries’ reading activity types, their application of internal and external resources, the difficulties and problems they confronted, and the participation level of local residents, this thesis analyzes the situation of the promotion of reading activities in Taiwan’s rural libraries’ and investigates their successful models. According to research results, this study suggests that the government and the authorities at the ministry of library: (1) institute relevant reading bills and policies; (2) guide and assist rural libraries in reading promotion; (3) utilize the international reading festival to establish recognition; (4) use the internet and the information & communications technology to promote; (5) select enthusiastic library directors by the head of the local government; (6)strengthen the training courses of reading promotions; (7)publish relevant publications on reading planning; (8) inspect and learn from outstanding libraries. This study suggests that rural libraries: (1)actively hold reading activities; (2)combine educational organization and community resources to promote reading conjointly; (3) advocate pleasure reading; (4)utilize rewards to promote children’s reading; (5) market library collections and recommend good books; (6) enhance new book purchases in order to immediately supply the demand of reading.