根據台灣英語教育向下扎根和雙語教育政策，可反映對學生未來英文能力的期許。但是，每年會考結果偏鄉學生英語能力遠遠落後市區學生，而且每年級有一半以上學生英文能力待加強，需要扶助學習。部分學生連英文字都看不懂，對英語課也不感興趣，加上學習成果的挫敗，許多學生選擇放棄英文。因此，研究者想藉由此方案行動課程，運用英語繪本和閱讀理解策略，引導學生如何閱讀英文讀物。本研究旨在探討繪本融入英語教學對偏鄉九年級生英語閱讀理解之影響。
本研究採質性研究方法設計，以新北某偏鄉國中九年級生為研究對象，十二位學生參加此研究課程，其中僅有九位參加深度訪談，由研究者對其進行十堂繪本融入英語教學之課程。質性研究工具包括半結構式訪談內容、教學前、後閱讀學習單、學生學習紀錄表和教師教學札記，採三角驗證法及主題分析法。研究結果顯示繪本融入英語教學對偏鄉不同程度的學生所產生的正面影響，包括改變閱讀的方式，降低他們閱讀的認知負荷，看懂更多內容，變得更有自信，也提升對不熟悉字詞的應對能力。此課程也對偏鄉學生閱讀理解帶來正面影響的關鍵要素，包括讓閱讀變有趣，閱讀具有趣味性的內容、豐富的插圖和有劇情的故事，能促使學生圖文的連結，建立故事情境。繪本內容以真實事件呈現，貼近學生生活經驗，也能幫助他們快速進入故事情境，並且感同身受。
研究者根以研究結果提出以下三項建議。首先，教師專業教學建議，老師可提供符合學生能力的英語繪本閱讀，並適時提供學習鷹架引導辨識字義和有效運用閱讀策略幫助閱讀理解，繪本可當作多元學習教材，拓展學生眼界。其次，給學校的建議，研究者建議學校將繪本融入課程中，繪本的多元性可充實其他知識，亦可讓學生在輕鬆的氣氛下接觸英文。學校應增添充足且多元的英文繪本，並鼓勵教師們參與共備或協同教學。此外，研究者對未來研究的建議可嘗試不同年級、或區域的學生為研究對象進行比較，深入探討是否存有差異；安排上課時間，可以盡量以連續完成為佳，以免因內容的斷層或錯亂，影響閱讀理解；最後，建議未來研究者能以混合研究，以選擇題量化方式來檢視學生學習成果，再加上質性描述，請學生列出判斷答案的原因，更加精確又全面性的了解課程對學生閱讀理解之影響。

According to the educational policies in Taiwan from learning English at earlier ages to bilingual teaching methods, we can see the expectations of our students’ English abilities in the future. However, the results of English Comprehensive Assessment Program for Junior High School Students in rural schools seem lower than those in cities, with over half of the students in every grade are required to join the remedial teaching due to their poor English. Most students can’t read English, lack interest in English classes, and feel frustrated by the difficulties of learning English, so they would rather give up learning. Therefore, the researcher wanted to teach students how to read English texts by using English picture books and reading comprehension strategies through this program. The study aimed to examine the effects on using picture books to teach 9th grade English reading comprehension in a rural junior high school.
This study adopted a qualitative method approach. The participants of this study were 12 nine-graders who were from a rural junior high school in New Taipei city, and only nine participants were willing to be in-depth interviewed. They attended ten lessons of teaching English with picture books which were conducted by the researcher herself. The qualitative tools for data collection include semi-structured interviews, pre/post-teaching worksheets for reading, the research participants’ learning notes and the instructor’s teaching notes. The qualitative data was triangulated and analyzed based on the principles of thematic analysis. The results of this study show that the lessons of teaching English with picture books had a positive impact on those students in different levels. They change the ways they read and reduce the cognitive load while reading. The more they can understand, the more confident they get; they also improve their ability to deal with unfamiliar words. The key elements of the lessons of teaching English with picture books for rural students that contributed to the positive impact on reading comprehension include: making reading interesting due to interesting content, rich pictures and dramatic stories, which can promote students to connect pictures and contexts and help them to build scenarios. The picture book talks about the real event which is close to the students' life experience, and it can also help them quickly understand the scenarios and feelings.
Three recommendations were made based on the results of this study. Firstly, for professional teaching recommendation, teachers can offer picture books which are suitable for students’ English abilities, give them proper assistance to recognize the word meaning and make good use of reading strategies. Use picture books as multiple teaching materials that can expand students' vision. Secondly, for school recommendation, picture books can be integrated into different courses because the diversity of picture books can enrich other knowledge, and also enable students to be exposed to English in an easy atmosphere. Schools should offer sufficient and diverse English picture books, and encourage teachers to join collaborative lessons or teaching. Besides, for future research, they can apply these lessons at different educational stages or areas to examine the differences. Hope the lessons for one book could be completed in time, or the missing parts of reading will influence the comprehension. Lastly, the researchers can apply a mix method. For example, use multiple choices as a quantitative tool to examine the results of learning, but as for the qualitative description, students should note the reasons for the answers. In order to collect more explicit data and all-around understanding of the effect on reading comprehension.

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