台灣國民小學階段實施英語教育十年以來，英語繪本和童書已漸漸地 被國小的英語教師們所使用，並將其融入英語課程作為輔助教材。觀察現 階段教學，國小學童在英語聽、說能力已經達到相當的程度，故推廣國小 英語閱讀指日可待，因此有關英語閱讀的相關議題：教學政策的定位問 題，學校教師專業能力和其他輔助資源等等，皆是值得調查研究。
本研究主要目的為探究：台灣的國小英語教育推廣至今，英語閱讀的 角色和定位以及其它的議題；例如，相關政策的制定、教師的專業能力，
英語閱讀教學現況，和資源使用的情形等。研究方法包括：參考香港和新 加坡實施英語閱讀教育的情形，廣集教育部和縣市教育局的相關資料，再 加上臺灣北、中、南區的英語教育輔導團焦點訪談，和六大縣、市國小英 語教師的問卷調查等。
所匯集的資料，藉由質化和量化的分析結果為: (1) 針對閱讀部份的定 位問題，相關教育單位應該制定更明確的政策實行細則，以幫助國小英語 教育相關人員有所依循，改進目前教學現況。(2) 所調查的六縣、市國小 英語老師，對於閱讀能增進英語能力的信念上已有普遍共識；在實際英語 閱讀教學方面，也已有相當多的老師曾經進行過相關教學活動；但礙於教 學時數不夠、英語閱讀專業知識不足、學生能力差異性大、以及教學資源 的使用問題等，仍有不少的教師在這方面覺得有困難，需要支援和增強。
(3) 本研究對中央團和輔導團直至目前對英語教師的輔導予以肯定，但日 後針對加強英語閱讀的實行，更期盼他們能在政府教育單位和在校英語老 師之間，做更有效且積極的溝通，使推廣國小英語閱讀實行能日漸普遍，
並使更多的學生能藉由英語閱讀而受益。此結果將提供有關教育單位、英
語教育從業者、和研究者之參考，期望透過各方面的配合，英語閱讀對提 升學生英語能力的效益更具普遍性和永續性。
關鍵字: 國小英語閱讀、教育政策、教師理念、教學資源
英文摘要
English teachers at elementary schools in Taiwan have been using English picture or story books as the supplementary materials integrated into the curriculum, since English education started being established in the beginning of this decade.
Being generally understood, students＇ speaking and listening ability has achieved to a certain level so that it is the time for the pedagogical focus being slightly shifted to reading – the important skill of literacy. Based on this rationale, there are related issues worth to be discussed.
This study aims to explore the role of English reading in the practice context and other related issues, i.e. the necessary policies to be made, teachers＇
profession in reading instructions, the current practice of English reading in schools, application of resources, etc. The research methods consist of: data collected from the visits to the education departments of Hong Kong and Singapore, records from the visit of Taiwan MOE, and the interviews to advisory groups of elementary English education respectively in the northern, middle, and southern regions in Taiwan. Moreover, there were over 600 questionnaires conducted to elementary school teachers in six main cities and counties.
The results reveal that: (1) regarding the role of English reading, the specific policies and curriculum guidelines should be implemented to meet the current need;
(2) English teachers, in these six cities and counties, actually have had the consensus that using English story books as supplementary materials was beneficial to Taiwanese children, and the practice also has been realized by certain amount of teachers. Nevertheless, due to the limitation of teaching hours, shortage of
professional skills in reading instructions, diversities of students＇ English ability, insufficient resources, etc. teachers, in certain percentages, still confront the difficulties in reading practice, which requires support and strengthening. (3) The advisory groups in these six regions, functioning as the counseling and supporting teams, have been positively reckoned important in developing elementary English education so far. These guiding teams can further promote English reading by being bridges between the government and in-practice teachers for effective communication and improvement. The findings are hoped to be useful references for the policy-makers in the government, English educators, and researchers who are concern with these issues.
Key words: English reading at elementary schools, educational policies, teachers＇ notions, teaching resources