國小教師閱讀教學之信念與實踐個案研究

A Case of One Lementary Teacher's Beliefs and Practices about Reading Instruction

10.7044/NHCUE.200606.0133

呂美慧(Mei-Huei Lyu)

信念 ； 閱讀教學 ； 信念與實踐 ； belief ； reading instruction ； beliefs and practices

新竹教育大學學報

22期（2006 / 06 / 01）

133 - 154

繁體中文

近年來，全語言取向的閱讀教學觀漸受重視，而對早期的字音技能取向造成衝擊。本研究以一位國小教師為例，採用訪談、觀察和文件分析等方法，探索其對字音取向和全語言取向的協調，藉以了解閱讀教學信念的內涵特質，以及信念與實踐的符應關係。研究發現：(1)個案教師閱讀教學信念以「培養生活智慧」為核心，牽繫其「知識與學習」、「教師角色」及「學生學習」等信念。(2)信念除了核心邊緣及強弱之別，亦具有「變易與可塑」、「衝突與相容」及「連續體式涵蘊」等特質。(3)教學實施涵容多面向閱讀教學信念，與核心信念大致符合。(4)教學實踐與信念產生落差的原因，教師知覺部分，以制度因素影響最大；研究者觀察部分，則是個人信念特質使然。

In recent years, the whole language approach about reading instruction has attached much attention which works against the traditional phonic/skill approach. The aim of this study is to explore the relation of teachers' beliefs and practices about reading instruction. Specifically, the main focuses of this study include: the content and characteristics of the beliefs about reading instruction, the correspondence and gaps between the beliefs and practices of reading instruction. By using one elementary teacher who is interesting in the whole language approach as a case, the researcher employs observations, interviews, and document analysis as data collection strategies. The conclusions are as following: (1) The core of this teacher's beliefs about reading instruction is ”cultivating the wisdom of living”. The other relevant beliefs are about knowledge and learning, the teacher's role, and the nature of student's learning. (2) The characteristics of this teacher's beliefs involve: first, the differentiation of core and border, strong and weak beliefs; second, the dynamics of changing and shaping process; third, the continuity between two extremes; and last, the spectrum of multiple dimensions. (3) The practices of this teacher's reading instruction almost correspond with her beliefs. However, there are some gaps emerging. According to this teacher's perceptions, the institutional factor contributes to some gaps. Based on the researcher's observation, the nature of beliefs makes the other gaps.

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