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The purpose of this study is to explore the course of action in the implementation of reading education in remote elementary school, analyze the dilemmas that existed in the past, plan response strategies based on the current situation and problems, and adopt a circular model of action, reflection, revision, and action in action research In the first semester and the second semester of the 108 academic year, a total of two cycles were implemented. Finally, after feedback and correction, a reading education promotion program for remote elementary school was proposed. This study summarizes the main findings and conclusions through document analysis, teacher-student interviews, reflection notes, and observation records: 1. The problems encountered by the elementary schools in remote areas in the past when implementing the reading education promotion plan were: the use of education in the library, the remote use of the library location, the book bibliography is too small and old, the trend of borrowing books and reading certification is not active, Teachers' reading teaching time is insufficient, and the whole school's reading strategy teaching is not integrated. 2. In order to improve the problems encountered in the past implementation of the reading education promotion plan, the proposed response strategy takes curriculum teaching, resource integration, reading performance and teacher empowerment, a total of four main axes as the planning direction, and proposes the following specific methods : (1)At the level of curriculum teaching, arrange normal reading activities throughout the school, and take advantage of the small number of students in remote primary schools. One is to recommend good books so that each student has the opportunity to display reading ideas. The other is to mix ages throughout the school. Co-reading fosters reading habits, and encourages sharing and mutual help among different grades to create a good reading atmosphere. (2)At the level of resource integration, in addition to subsidies from the Ministry of Education and private enterprises, the equipment level takes the design of space close to books as a priority, and introduces human resources to invite writers to visit and plan a series of reading activities with writers. The development of supplementary curriculum teaching, two-pronged approach to effectively maintain students' interest in reading. (3)At the level of reading performance, reading behavior and the reward system have low relevance, so there is no need to over-count the number of borrowings or certifications. Instead, it should focus on reducing external rewards and improving the intrinsic motivation of reading. Accompanying disadvantaged students can guide their growth in reading ability and trigger reading motivation. (4)At the level of teacher empowerment, adhering to the concept that every teacher is a reading teacher, by helping the community to integrate the whole school's reading strategies, it helps teachers understand the importance of teaching comprehension of reading comprehension strategies, and through reading integration Evaluate and introduce expert teachers for open observation classes to guide the improvement of teachers' reading teaching ability. Based on the results of this study, this study makes recommendations for reading promotion personnel and teachers in remote elementary school.
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