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基於臺灣學生在PIRLS 2006和PISA 2006的閱讀表現以及當時學校語文教學和閱讀教育狀況，教育部（2008）推出「悅讀101－國民中小學提升閱讀計畫」，計畫期程為2008-2017年，主要工作項目有增加學校圖書量、設置圖書教師、推動閱讀策略教學等。本文將以推動閱讀策略教學為主，透過歷屆PIRLS資料與觀課，檢視10年間以經費補助研發、教師培訓等方式，學校落實閱讀理解教學的狀況。在閱讀策略教學推展上，經由教學實驗成果出版《閱讀理解策略教學手冊》加上專家學者提出「閱讀理解策略成分雙向表」，兩者作為師資培育教材編寫依據，並建立「課文本位閱讀理解教學模式」，設計教案供教師參考。在教師專業成長方面，除在臺灣設立四區閱讀教學研發中心，各自擔起責任縣市師培工作，亦辦理線上初階研習課程，使更多教師認識閱讀理解策略及其教學。推動閱讀策略教學的成果，包括國語科教學時間和跨科閱讀指導時間比例增加、教師每天教導閱讀策略比例增加。然學生在學校獨立閱讀時間並未增加，閱讀範疇的寬廣度則增加不多。透過觀課，研究者發現使用閱讀策略教學的教師，有人用之於無形，有人按部就班，亦不乏有教師只教策略步驟，甚至要求學生有標準答案，忽略使用閱讀策略的目的是為加深文本的理解。這顯示有部分教師對於閱讀理解以及透過閱讀學習和獨立閱讀的信念有再澄清的必要。這也是下一階段推動閱讀策略教學須注意的地方。 After the 2006 report of the Progress in International Reading Literacy Study was published in Taiwan, the Ministry of Education released a Reading 101 policy to encourage reading instruction in elementary schools. Few Chinese language arts teachers were familiar with reading strategies before 2006. To promote the teaching of reading and comprehension strategies in elementary classes, a textbook-based approach was initiated for reading instruction. A framework and guidelines were first developed for teaching reading and comprehension strategies in elementary schools. Example lesson plans were then compiled, and an in-service training program was provided or teachers. After implementing the Reading 101 policy for 10 years, teachers’ ratings of their daily adoption of reading strategies in their classes increased. Yet, while conducting classroom observations, discussions with the teachers, and feedback analysis for the teachers, the teachers were categorized into the following three groups based on their mastery level of providing instructions on reading comprehension strategies: 1. The teacher demonstrates understanding of the strategy principle and uses appropriate teaching methods to convey the principle to students. 2. The teacher did not demonstrate a full understanding of the strategy principle but often mentioned the terminologies, which were not comprehensible to their students. 3. The teacher demonstrated their understanding of the strategy principle and used very complicated methods to teach their students. Thus, the students were confused about several topics. Some teachers had practical skills but did not understand why reading strategies should be incorporated in their teaching methodology. A follow-up design of professional development should be used to encourage teachers to conduct more discussions pertaining to the process and meaning of reading and practice a teaching methodology that involves reading instruction. Professional group interaction on the significance of reading can shape their teaching practice in the class.

基於臺灣學生在PIRLS 2006和PISA 2006的閱讀表現以及當時學校語文教學和閱讀教育狀況，教育部（2008）推出「悅讀101－國民中小學提升閱讀計畫」，計畫期程為2008-2017年，主要工作項目有增加學校圖書量、設置圖書教師、推動閱讀策略教學等。本文將以推動閱讀策略教學為主，透過歷屆PIRLS 資料與觀課，檢視10年間以經費補助研發、教師培訓等方式，學校落實閱讀理解教學的狀況。在閱讀策略教學推展上，經由教學實驗成果出版《閱讀理解策略教學手冊》加上專家學者提出「閱讀理解策略成分雙向表」，兩者作為師資培育教材編寫依據，並建立「課文本位閱讀理解教學模式」，設計教案供教師參考。在教師專業成長方面，除在臺灣設立四區閱讀教學研發中心，各自擔起責任縣市師培工作，亦辦理線上初階研習課程，使更多教師認識閱讀理解策略及其教學。推動閱讀策略教學的成果，包括國語科教學時間和跨科閱讀指導時間比例增加、教師每天教導閱讀策略比例增加。然學生在學校獨立閱讀時間並未增加，閱讀範疇的寬廣度則增加不多。透過觀課，研究者發現使用閱讀策略教學的教師，有人用之於無形，有人按部就班，亦不乏有教師只教策略步驟，甚至要求學生有標準答案，忽略使用閱讀策略的目的是為加深文本的理解。這顯示有部分教師對於閱讀理解以及透過閱讀學習和獨立閱讀的信念有再澄清的必要。這也是下一階段推動閱讀策略教學須注意的地方

本研究以12名中學國語文教師為研究對象，就教師認知、教學資源與教學實踐三個面向，進行結構化深度訪談，將所得資料轉譯為口語報告，再進行編碼與歸類分析。期透過教育理想與教育現場兩方對話，對語文教育政策之落實現況更深入理解，並據此提出國語文教育的政策建議。本研究結果顯示：一、教師最關注教師專業，具備高省思與評鑑能力，期待專業成長，盼望將所學轉化運用於課室。不過，教育單位提供的精進課程未能符合需求，在進行時也欠缺適當配套措施，且未能有足夠時間讓教師轉化所學，影響落實的成效。二、國語文課綱揭示的素養有關概念已內化為教師認知，但高層次概念較少被提及。三、各校硬體資源分配不平均，教學運用上仍可再精進。教學文本趨精美多元，但選文未符整體性、脈絡化與多元化，且教師對教材有較大依賴性，少數自編教材亦較少納入核心素養。四、現場教學活動多元，趨向學習者中心。但學生能力、評量與家長期待等因素，影響新式教學的落實。綜上，本研究對國語文教育建議如下：一、植基於教師專業知能與專業成長期待，規劃精進課程，提供課務協助有關配套措施，並培養轉化能力。二、將教師教學想像與更高層次的課綱目標連結，以有效落實課綱精神。三、善用教師的專業與教學經驗，改善教科書選文，同時鼓勵教師教材編撰，使其更系統、多元，符合學生經驗與課綱精神。四、將課綱揭示的高層次能力與評量結合，使教學朝向政策目標，同時增加素養教學意義之社會宣導，以協助教師更順利達成素養教學的目標。 Structured in-depth interviews were conducted with 12 junior-high school Mandarin teachers to explore their opinions regarding three dimensions of Mandarin Education Policy － teacher acknowledgment, resources, and practices. The obtained data were first transcribed into verbal protocol, and classification and analysis were subsequently conducted according to a coding schema. Through discussion of the concepts and situation of Mandarin education, in-depth insight was obtained about the policy’s implementation. Based on the obtained insights, recommendations are proposed for the future Mandarin Education Policy. The study results revealed the following: First, teachers were most concerned about their professional development, demonstrating their strong abilities of reflection and evaluation, anticipation of professional growth, and goal of translating theory into practice. However, according to teachers, the in-service training provided by existing educational institutes is unsatisfactory, involves inadequate follow-up evaluations, and provides insufficient time for practice. These factors influence the policy’s effectiveness. Second, the concepts related to literacy presented in the Mandarin curricula were internalized within teachers’ schema, but high-level literacy concepts were rarely mentioned in their reports. Third, the distribution of hardware among schools was reported to be unequal and thus can be improved. Teachers reported that the curriculum textbooks are refined and diverse but fail to form a systematic framework. Finally, teachers claimed that teaching activities are diverse and oriented toward a learner-centered teaching method. However, differences in the abilities of students, assessments, expectations of parents influence their teaching. Based on the above observations, suggestions are presented for framing future policies pertaining to Mandarin education: First, in-service training courses should be based on the professional knowledge and growth expectations of teachers. Moreover, a habit of implementing theory into practical scenarios should be cultivated. Second, teachers should be encouraged to be more creative and undertake courses more closely related to the high level objectives of the curricula. Third, the Mandarin literature expertise and teaching experience of teachers should be utilized to improve textbook selection and compiling. Thus, the texts could be more relevant, diverse, and appropriate for students’ experiences. Finally, the high-level literacy abilities that are aims of the curricula should be incorporated into teaching materials and assessment, and promoted among parents to gain more support.

隨著網路的普及，線上閱讀已成為重要的生活與工作能力，其內涵複合了閱讀與資訊及通訊技術（ICT）操作，並以搜尋、評估與整合為關鍵能力。我國及許多先進國家與國際評量均已著手推動線上閱讀相關的教育政策。本文以評量研究為基礎，回顧網路興起前後，資訊、資訊及通訊技術與閱讀素養衍生的定義變革，綜觀近 20 年線上閱讀能力的研究發現，與國內中文線上閱讀相關研究，提出對未來教育與研究的展望，以期深耕國內線上閱讀教育，培養未來公民所需的能力。文獻回顧發現，國內、外研究皆顯示五到九年級學生之搜尋、評估與整合能力的表現不甚理想，且整合能力之發展有以搜尋與評估能力為基礎之趨勢。而中、小學生線上中文閱讀教學與學習困難的研究，在我國仍算少數。本文建議，未來教學研究可朝探究學生學習中文線上閱讀的困境、開發學習輔具與發展教材；教育政策面向則建議加強上述項目的教師專業培育，以及於國小高年級階段增設相關的學習指標，以利培養學生線上閱讀素養。 With the development of the Internet and digital technology, online reading abilities have become critical in daily life, including in work and education. These skills, which include information searching, evaluation, and integration, are combined with reading and ICT skills. Many countries have started to reconstruct relevant policies in reading education, and the international literacy test organization has also rebuilt the test definitions to fit this new reading environment. This paper indicates how the definitions of ICT skills and reading ability have transformed in the Internet era. Studies focusing on students’ online reading skills published during the last two decades were included in the review, and Taiwan’s contribution to the field was also reviewed. The literature review indicated that students from the fifth to the eighth grades did not show adequate web searching, evaluation, and integration abilities. Some studies have demonstrated that the development of integration ability might depend on web searching and evaluation abilities. Moreover, few studies have focused on Chinese online reading teaching and learning. Thus, future studies should explore instructional programs and learning difficulties to ensure students’ acquisition of online reading abilities. Educators and policy-makers should support teachers to improve students’ learning and establish additional guidelines for the online reading literacy curricula for fifth- and sixth-grade students.

本研究以12 名中學國語文教師為研究對象，就教師認知、教學資源與教學實踐三個面向，進行結構化深度訪談，將所得資料轉譯為口語報告，再進行編碼與歸類分析。期透過教育理想與教育現場兩方對話，對語文教育政策之落實現況更深入理解，並據此提出國語文教育的政策建議。本研究結果顯示：一、教師最關注教師專業，具備高省思與評鑑能力，期待專業成長，盼望將所學轉化運用於課室。不過，教育單位提供的精進課程未能符合需求，在進行時也欠缺適當配套措施，且未能有足夠時間讓教師轉化所學，影響落實的成效。二、國語文課綱揭示的素養有關概念已內化為教師認知，但高層次概念較少被提及。三、各校硬體資源分配不平均，教學運用上仍可再精進。教學文本趨精美多元，但選文未符整體性、脈絡化與多元化，且教師對教材有較大依賴性，少數自編教材亦較少納入核心素養。四、現場教學活動多元，趨向學習者中心。但學生能力、評量與家長期待等因素，影響新式教學的落實。綜上，本研究對國語文教育建議如下：一、植基於教師專業知能與專業成長期待，規劃精進課程，提供課務協助有關配套措施，並培養轉化能力。二、將教師教學想像與更高層次的課綱目標連結，以有效落實課綱精神。三、善用教師的專業與教學經驗，改善教科書選文，同時鼓勵教師教材編撰，使其更系統、多元，符合學生經驗與課綱精神。四、將課綱揭示的高層次能力與評量結合，使教學朝向政策目標，同時增加素養教學意義之社會宣導，以協助教師更順利達成素養教學的目標

隨著網路的普及，線上閱讀已成為重要的生活與工作能力，其內涵複合了閱讀與資訊及通訊技術（ICT）操作，並以搜尋、評估與整合為關鍵能力。我國及許多先進國家與國際評量均已著手推動線上閱讀相關的教育政策。本文以評量研究為基礎，回顧網路興起前後，資訊、資訊及通訊技術與閱讀素養衍生的定義變革，綜觀近20年線上閱讀能力的研究發現，與國內中文線上閱讀相關研究，提出對未來教育與研究的展望，以期深耕國內線上閱讀教育，培養未來公民所需的能力。文獻回顧發現，國內、外研究皆顯示五到九年級學生之搜尋、評估與整合能力的表現不甚理想，且整合能力之發展有以搜尋與評估能力為基礎之趨勢。而中、小學生線上中文閱讀教學與學習困難的研究，在我國仍算少數。本文建議，未來教學研究可朝探究學生學習中文線上閱讀的困境、開發學習輔具與發展教材；教育政策面向則建議加強上述項目的教師專業培育，以及於國小高年級階段增設相關的學習指標，以利培養學生線上閱讀素養。

The purposes of this study is to probe the impacts of the frequencies of Reading Instruction Activities (RIA) and Reading Strategies Teaching (RST) implemented by teachers, as well as students' Home Education Resources (HER), Reading Attitude (RA), and Self-Assessment (SA) regarding their reading proficiency to students' reading achievement. A two-level database of 128 teachers (macro-level) and matched 3,472 fourth-graders (micro-level) was selected from the Taiwan PIRLS 2006 Database. Multilevel linear modeling (MLM) was then applied to analyze the data. The results indicated that in micro-level, HER, RA, and SA can significantly explain students' reading achievement in a positive way. In the macro-level, neither RIA nor RST showed a significant contextual effect on students' reading achievement. Additionally, the specific interaction among the cross-level analysis was likely to involve the frequencies of RIA, enhancing the relationship between students' RA and their reading achievement. Based on the resear

本研究旨在探究教師閱讀教學行為（閱讀教學活動和閱讀策略教學頻率）與學生閱讀態度、閱讀能力自我評價對於學生閱讀成就的影響。研究資料為臺灣地區「促進國際閱讀素養研究」（PIRLS 2006），研究者挑選128 名教師和相配對的3,472位學生，以多層次線性模式進行分析。結果顯示，個體層次的學童家庭教育資源、閱讀態度、閱讀能力自我評價對於閱讀成就皆具有顯著的正向影響。其次，總體層次的教師閱讀教學活動頻率和閱讀策略教學頻率對於學童閱讀成就則沒有顯著的脈絡效果。第三，跨層次交互作用可能具有特定性，教師閱讀活動教學頻率可能對於學生閱讀態度產生強化作用。最後，本文提出對於閱讀教育的省思和資料庫分析研究的建議。 The purposes of this study is to probe the impacts of the frequencies of Reading Instruction Activities (RIA) and Reading Strategies Teaching (RST) implemented by teachers, as well as students’ Home Education Resources (HER), Reading Attitude (RA), and Self-Assessment (SA) regarding their reading proficiency to students’ reading achievement. A two-level database of 128 teachers (macro-level) and matched 3,472 fourth-graders (micro-level) was selected from the Taiwan PIRLS 2006 Database. Multilevel linear modeling (MLM) was then applied to analyze the data. The results indicated that in micro-level, HER, RA, and SA can significantly explain students’ reading achievement in a positive way. In the macro-level, neither RIA nor RST showed a significant contextual effect on students’ reading achievement. Additionally, the specific interaction among the cross-level analysis was likely to involve the frequencies of RIA, enhancing the relationship between students’ RA and their reading achievement. Based on the research findings, the researcher also addresses issues pertaining to the limitations of the study and suggestions for future research.

Reading literacy by no means is top priority of 21st century education. Reading is not only basic skills; it is an indispensable tool for learning, for critical and creative thinking. This chapter discussed the transformation of defi nition of reading literacy, and introducing the framework of adult literacy indices and assessment. By reviewing literature, consulting with specialists, the framework of adult literacy indices was established, and functional literacy and critical literacy were distinguished in the framework, with the orientation of using reading and writing to solve real situation problems. Assessment items were then developed accordingly. It was found on average, junior high school students were capable of performing functional literacy across domains, and senior high school students were fi ne with critical reading literacy, and not till college level, students would show critical writing literacy across domains. Nevertheless, the relatively low percentage of reading for enjoyment among studen