本研究旨在探討偏遠地區國小學科教師與圖書教師閱讀協作教學，對於五年級學童的閱讀動機、閱讀行為之影響，以及此閱讀協作教學之實施歷程。
本研究之研究對象為桃園市某偏遠地區國小五年級學童14人與教師4人，教學為期9週，共計18節課。採用前實驗研究法進行單組前後測，以成對樣本t檢定分析學童的閱讀動機、閱讀行為之改變，輔以訪談法與文本分析，探究學科教師與圖書教師實施閱讀協作教學時面臨的困境與因應方式。
根據研究結果，本研究獲得三項結論如下：
（一）偏遠地區國小學科教師和圖書教師建構高層次協作模式，並提出有效因應策略，能克服閱讀協作教學中各項教學困境。
（二）偏遠地區國小進行學科教師與圖書教師閱讀協作教學，有助於提升國小五年級學童閱讀動機，且學童均表達喜歡此協作之閱讀課程。
（三）偏遠地區國小進行學科教師與圖書教師閱讀協作教學有助於提升國小五年級學童閱讀行為，學生閱讀的課外讀物類別增加，於學校圖書館個人借閱量、借閱人次提升；雖然全班整體在學校圖書館的借閱量下降，卻有更多學童會至校外圖書館、安親班閱讀課外書籍。基於上述研究結論，提出以下建議：
（一）學校行政應提供教師精進協作教學知能之資源，並配合各科教學活動，進行學科教師與圖書教師閱讀協作教學整體課程規劃，同時充實教學媒體設備，營建教學資源多元化之環境。
（二）學校教師應積極參與學科教師與圖書教師的閱讀協作教學，並組成優質教學團隊，建立學習型組織。
（三）圖書教師應融入課程與教學進行初級教學設計，同時配合課程充實圖書館各類館藏，也可藉由協作課程增加圖書館經營人力。
（四）未來相關研究可增加閱讀理解能力檢測，且閱讀行為問卷題項的閱讀頻率層面可再加入於校外閱讀情形之題目。

The purpose of this study was to investigate the effects of collaborative reading instruction by subject teachers and teacher librarians in a remote elementary school on the reading motivation and behavior of fifth-grade students, as well as the implementation of collaborative reading instruction by subject teachers and teacher librarians in the remote elementary school.
The subjects of this study were 14 students and 4 teachers in the fifth grade of an elementary school in a remote area of Taoyuan City. The teaching period lasted 9 weeks, with a total of 18 lessons. Pre-experimental research method was used to conduct a single-group pre- and post-test, and paired-sample t-tests were used to analyze the changes in the reading motivation and reading behaviors of the students, supplemented by interviews and text analyses, to explore the dilemmas and responses that subject teachers and teacher librarians face when implementing collaborative reading instruction.
The result of the study poins out that (a) A high-level collaborative model of curriculum was established between elementary school subject teachers and teacher librarians in remote areas, and effective strategies were proposed to overcome the difficulties in collaborative reading teaching. (b) The collaborative reading instruction between subject teachers and teacher librarians in the remote elementary school helped to increase the reading motivation of the fifth-grade elementary school students, and the students expressed that they liked the collaborative reading program. (c) The collaborative teaching of reading by subject teachers and teacher librarians in the remote elementary schools helped to improve the reading behavior of the fifth-grade elementary school students. The types of extracurricular books that students read increased, and the number of individual borrowing and borrowing at the school library increased; on the otherhand, the overall borrowing of books by the whole class at the school library decreased, but more children went to the library outside the school and to childcare centers to read extracurricular books.
According to the study results, four suggestions are proposed. (a) School administration should provide teachers with the resources to improve their collaborative teaching skills and, in conjunction with the teaching activities of each subject, carry out the overall curriculum planning for collaborative reading instruction for subject teachers and teacher librarians, and at the same time, enrich the teaching media equipment to create a diversified environment for teaching resources. (b) School teachers should actively participate in the collaborative reading teaching of subject teachers and teacher librarians. They should actively participate in the collaborative teaching of reading between subject teachers and teacher librarians, and form a quality teaching team to establish a learning organization. (c) Library teachers should integrate the curriculum and teaching into the primary teaching design, and at the same time enrich the library collections in line with the curriculum, as well as increase the manpower for library operation through collaborative programs. (d) In the future, relevant research can increase the reading comprehension test, and the reading frequency level of the reading behavior questionnaire can be added to the questionnaire on reading outside the school.

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