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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/34286

    Title: 歐洲國家兒童閱讀活動之探討 : 以芬蘭、愛爾蘭、英國、瑞典及奧地利為例
    Other Titles: A study of children's reading activities in the European countries : Finland, Ireland, United Kingdom, Sweden and Austria as cases
    Authors: 陳精芬;Chen, Ching-fen
    Contributors: 淡江大學資訊與圖書館學系碩士班
    黃世雄;Huang, Shih-hsion
    Keywords: 兒童閱讀;閱讀能力;教育;芬蘭;愛爾蘭;英國;瑞典;奧地利;Children Reading;Reading Literacy;Education;Finland;Ireland;United Kingdom;Sweden;Austria
    Date: 2006
    Issue Date: 2010-01-11 05:07:13 (UTC+8)
    Abstract: 2004年5月歐洲聯盟東擴成功,使會員國增至為25個國家,達成歐盟版圖空前擴張的歷史性目標。歐盟的東擴,加強了歐洲各國的團結,政治與經濟的統合與持續穩定的發展,使得歐洲地區國家有餘力關心社會政策的發展,關心兒童的教育與閱讀的問題。本篇研究希冀藉由探討國內外兒童閱讀相關的活動、政策、理論及影響兒童智能發展的相關研究或學說,並試著從教育理論探討兒童閱讀對往後身心發展之影響,及探討台灣地區目前兒童閱讀活動推動情形。本研究的限制在於擷取2000年經濟合作暨發展組織國際學生評量計劃研究結果閱讀能力排名前五名的歐洲國家,分別為芬蘭、愛爾蘭、英國、瑞典及奧地利五個國家為研究對象,研究時間範圍為西元2000年前後之兒童閱讀活動,此外並探討及整理台灣地區相關的兒童閱讀活動。藉由歐洲五國高兒童閱讀能力的國家其兒童閱讀活動的實施經驗及作法,所謂他山之石可以攻錯,期盼給予台灣地區主政者及相關單位,使當政者在面對身處於資訊時代的兒童,知道如何協助與引導我們國家未來的主人翁,成功地營造一個全國性的閱讀環境。本研究共分為五章,筆者將分別從兒童閱讀的教育理論及歐洲五國兒童閱讀活動提出整理與探討,第一章為緒論,第二章為兒童閱讀相閱文獻之分析,第三章分別為歐洲五國之兒童閱讀活動整理,第四章針對五國之中小學教育制度、教育經費分配、閱讀活動主持機構、執行單位及評估做成效進行分析與探討,第五章並提出對於兒童閱讀活動之個人建議:國家高度積極且主動主導、五大資源整合及落實家庭親子共讀。
    As the fifth enlargement in May 2004, EU’s member states have increased to twenty-five and its territory reached the goal of a remarkable expansion that has never met before. The enlargement had made European countries more integrated in political and economic respect. Therefore, European countries have more resources to focus on some educational issues such as children’s education and reading literacy development.This thesis tries to analyze policies making and education theories concerning children’s reading behavior, as well as how children’s intellectual development affected by reading behaviors. This study chooses the five countries: Finland, Ireland, United Kingdom, Sweden and Austria, which were ranked as European top 5 from a survey program focusing on children’s reading literacy done by OECD in year 2000. Moreover, this thesis also compares the conclusion and findings of children’s reading activities in Taiwan. Most of the children in the European countries have more competency in reading capability, thus this could provide Taiwan with experience, especially on some important topics: how to build-up a good reading environment for children.This thesis comprises five chapters; chapter 1: introduction; chapter 2: literature review on children’s reading activities; chapter 3: categories and characteristics of children’s reading in the five countries; chapter 4: analysis and evaluation of education system, budget allocation and authority in-charge in the five countries; chapter 5: suggestions to government e.g. resource integration, government’s active involvement and family reading encouragement.
    Appears in Collections:[資訊與圖書館學系暨研究所] 學位論文

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