第五章 結論與建議
第二節 建議
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視課室內的討論對話，是否有助於提升學生閱讀理解能力的指標。本研究結果與 上述的研究結果相符。據此，本研究發現偏遠地區學童發表高層次思考型問答以 及使用推理用語的次數越多，其閱讀理解成效越好。
陸、討論氣氛影響偏遠地區學童對自我的要求
本研究從參與學童的訪談資料與討論對話中發現，在實驗組一的互動中，都 會地區學童的加入，使得偏鄉地區學童表現出較為嚴謹的學習態度，而因此有了 比較好的表現。而同為偏遠地區的實驗組二學童，在討論過程中很快地形成他們 熟悉的、較為輕鬆的學習氣氛。因此，儘管實驗組二仍然有較高層次的提問，卻 因為氣氛過於輕鬆而無法形成深入的討論。因此，本研究發現討論氣氛影響偏遠 地區學童對自我的要求。
第二節 建議
壹、教學相關建議
本研究對於教學者欲以來自不同城鄉學童組成線上讀書會之合作閱讀學習，
提出以下教學建議：
一、透過教學設計兼顧討論氣氛與討論品質
本研究發現，當線上讀書會的討論氣氛較為嚴肅時，討論品質較佳，但是過 於嚴肅的討論氣氛也會影響學童的參與意願。因此，教學者應透過教學設計，除 了促進學童之間的交流外，也應同時引導學童的對話討論方向，讓討論內容不致 失焦。
二、凸顯偏遠地區學童的生活經驗
本研究發現，偏遠地區學童儘管面臨文化不利的困境，但同時，由於其所處 地理位置或是家庭環境等因素，往往有與都會地區學童截然不同的生活經驗。教 學者應鼓勵偏遠地區學童藉著分享生活經驗與他人進行交流。
貳、未來研究建議
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一、增加研究樣本人數
本研究之研究對象為花蓮縣卓溪鄉某國小六年級學童，由於該校位於偏遠地 區，學區人口稀少，因此本研究之樣本人數十分有限。未來研究可聯合數所偏遠 地區小型學校，增加研究樣本人數，使研究結果更具推論性。
二、延長線上讀書會討論期程
本研究之實驗組一學童，在進行線上讀書會討論期間，未能營造愉悅的討論 氣氛，以致影響學生參與意願，未來研究可延長討論期程或規畫交流活動，觀察 學童間的熟悉程度與城鄉異質性交互作用後，對學童閱讀成效的影響。
三、探討其它異質性的線上讀書會成員組合
本研究探討不同城鄉的線上讀書會成員組合對於閱讀成效的影響，並以偏遠 地區學童為主要研究對象。未來研究可探討諸如成員的年齡、性別、人格特質與 學習風格等異質性的組合，對於線上讀書會成員之閱讀成效的影響。
四、探討非同步線上讀書會對於閱讀成效的影響
本研究採用學校電腦教室安裝Skype 同步語音軟體的方式進行線上讀書會，
主要理由為偏遠地區研究對象學童家中缺乏資訊與通訊設備，同時參與學童的打 字速度懸殊，為求討論活動能夠順暢進行，故採取同步語音的方式進行。然而，
非同步的文字討論能夠允許線上讀書會成員在任何時間進行回應，同時也可視為 寫作能力的訓練(Williams & Lahman, 2011)，再則非同步討論也能給予參與學童充 分時間針對討論議題進行構思與準備，更有利於高層次互動討論的進行。因此，
未來研究可探討非同步線上讀書會對於閱讀成效所產生的影響。
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