本研究旨在探討新北市國民中學教師對閱讀教育的認知與實施情形之現況、差異與關聯性。本研究採用問卷調查法，以新北市國民中學教師為研究對象，透過自編「國民中學教師之閱讀認知與實施狀況調查問卷」來進行調查，共發給30所國民中學505份問卷，回收490份，有效樣本464份，可用率達93.9%。調查結果以SPSS17.0 for Windows電腦套裝軟體進行描述統計、獨立樣本t考驗(t-test)、單因子變異數分析(One-way ANOVA)與薛費法(Scheffĕ Method)事後比較、皮爾遜積差相關(Pearson product-moment correlation coefficient)等統計方法分析。 根據研究結果，歸納本研究之結論如下： 一、 新北市國民中學教師對閱讀教育的認知現況屬於「中上」程度，其中以「閱讀教育目標」的認知程度最高。 二、 新北市國民中學教師之閱讀教育實施狀況屬於「佳」程度，其中以「我的閱讀教育目標」的實施程度最高。 三、 新北市國民中學教師實施閱讀教育的困難與需求現況屬於「中等」程度，以「閱讀教育之需求」的感受程度較高。 四、 新北市國民中學教師對閱讀教育的認知會因學校的閱讀特色而有顯著差異。 五、 新北市國民中學教師之閱讀教育實施狀況會因學校閱讀特色、教學年資、現任職務、研習次數而有顯著差異。 六、 新北市國民中學教師對閱讀教育的認知與其實施狀況具有中度正相關。 根據上述結論，本研究提出若干建議，以供教育行政機關、學校、教師與後續研究者參考。 關鍵字：新北市；閱讀教育；教師認知；實施狀況 The purpose of this study was to explore the situation, differences and relations of junior high school teacher’s cognition and practice of reading education.A questionnaire survey was administered to collect data. The sample consisted of 505 junior high school teachers selected from 30 junior high schools in New Taipei City. Data collected from the questionnaire survey were analyzed by applying computer software SPSS version 17.0, including descriptive statistics, t-test, one-way ANOVA, the Scheffĕ Method and Pearson product-moment correlation coefficient. The major findings of this study were as follows: 1. Junior high school teachers’ cognition of reading education in New Taipei City tended close to middle and upper level, especially in the aspect of goals of reading education. 2. Junior high school teachers’ practice of reading education in New Taipei City tended close to great level. Especially on the aspect of my goals of reading education. 3. There was significant differences in teachers’ cognition of reading education by teachers’ knowing whether they were in the winning school or not. 4. There were significant differences in teachers’ practice of reading education by teachers’ knowing whether they were in the winning school or not, seniority, current positions, times of study about reading. 5. There was a significantly positive correlation between cognition and practice of reading education in New Taipei City junior high school teachers. Based on the above findings, some suggestions were proposed for educational administrative authorities, schools, teachers and further researchers.
Keywords: New Taipei City; reading education; teachers’ cognition; implementation