Bibliographic Details
| Title: |
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. |
| Alternate Title: |
Empowering Rural Literacy Through the Science of Reading: Reshaping Instruction Systems and Public-Private Collaborative Practices for Shared Prosperity. |
| Authors: |
陳明蕾1 |
| Source: |
Journal of Education Research (1680-6360). May2026, Issue 385, p62-79. 18p. |
| Subject Terms: |
*Instructional systems design, *Phonological decoding, *Education research, *Educational equalization, *Rural education, *Teacher turnover, *Public-private sector cooperation, Poverty |
| Abstract (English): |
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. [ABSTRACT FROM AUTHOR] |
| Abstract (Chinese): |
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。 [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
