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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.

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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]
Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Empowering Rural Literacy Through the Science of Reading: Reshaping Instruction Systems and Public-Private Collaborative Practices for Shared Prosperity.
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  Data: 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 &lt; .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]
– Name: Abstract
  Label: Abstract (Chinese)
  Group: Ab
  Data: 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 &lt;.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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  Data: &lt;i&gt;Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.53106/168063602026050385005
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      – Code: chi
        Text: Chinese
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      Pagination:
        PageCount: 18
        StartPage: 62
    Subjects:
      – SubjectFull: Instructional systems design
        Type: general
      – SubjectFull: Phonological decoding
        Type: general
      – SubjectFull: Education research
        Type: general
      – SubjectFull: Educational equalization
        Type: general
      – SubjectFull: Rural education
        Type: general
      – SubjectFull: Teacher turnover
        Type: general
      – SubjectFull: Public-private sector cooperation
        Type: general
      – SubjectFull: Poverty
        Type: general
    Titles:
      – TitleFull: 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.
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            NameFull: 陳明蕾
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            – D: 01
              M: 05
              Text: May2026
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              Y: 2026
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