家庭閱讀是培養孩子閱讀習慣重要的基石，而家長在孩子成長過程中扮演重要的角色，如何幫助家長融入孩子學習，一直是家庭教育所重視的議題，隨著近年教育類型App的發展，受此趨勢之牽引也伴隨出現多元的教學方式。先前研究團隊發展「親師方舟」平台，以幫助家長融入孩子教育為目標，並逐步推動至家庭裡面，然而，在推動的過程中發現一些問題，缺少了家庭閱讀觀念與推行步驟的做法；且平台缺少家庭之間交流與分享的空間，如此家長在執行與推動家庭閱讀上將沒有一個依循的方式以及良好的溝通管道。
因此，本研究建立一個以家庭閱讀內容為基礎的「家庭閱讀社群」，結合現有的親師方舟App，並發展兩種模式讓家長操作，一為親子閱讀任務，設計多元且適合親子的閱讀活動，讓家長與孩子實踐親子閱讀活動。一為家庭分享區，加入社群機制促進閱讀分享，讓家長之間進行閱讀交流。本研究採用設計研究法，系統經階段性評估進而導入學校推行，期間共邀請兩次家長訪談，使系統設計貼近家長需求。參與對象為桃園縣某國民小學一到六年級學生的家長，邀請有意願的家長使用，並對於導入學校後家長的系統使用觀感與想法作初步評估。
結果顯示，家長對於整體的使用意願、系統操作觀感皆呈正向態度，經訪談後得知，家庭閱讀社群App的導入提供家長們一個交流的平台，其中部分家長對於社群分享抱持觀望態度，認為若能經營起來將是一個有效分享家庭閱讀的社群平台。

Family reading is an important foundation of developing children's reading habits. Parents play an important role in the process of child's growth. How to help parents integrate into children's study has always been a topic of family education. With the development of educational App in recent years, also appeared multiple teaching methods. This study was designed based on Parent-Teacher Ark, an educational system that our research team developed earlier to help parents understand children’s learning process. However, in the process of pushing our system to home has some problems which lacks the concept of family reading and implementation of the steps and lacks of platform which help parents communicate and share information with each other, therefore parents will not have a good way to follow and suitable communication platform when they promote and implement family reading.
Therefore, this study development of Family Reading Community based on Parent-Teacher Ark App, developing two models for parental operation. The first one is “parent-child reading” task which includes series of adapted contents to assist parent and child practice reading activities. The second model named “family sharing” which join the community mechanism to promote reading and sharing, help parents share reading informations with each other.
This study used design-based research method to design and evaluate the system step by step and then push into the school implementation and invited parents to use our system and evaluate it during the design phase. The participants were parents of one to six grade students of a primary school in Taoyuan County. The researcher invited parents to use this App and try to explore their perceptions and ideas.
The results showed that parents have a positive attitude towards the overall use intention to the system in the initial evaluation part. After the interview, shows that the family reading community App provide a platform for parents to communicate with each other. However, some of these parents hold a wait-and-see attitude towards community sharing, believing that if integrate and operate well in future it might be an effective community platform for sharing family reading.

中文文獻
李錫津（2000）。家長參與學校日。國教新知，47（2），99-152。
李銘薰、卜小蝶（2009）。電腦與數位3C專業虛擬社群知識分享之影響因素研究。教育資料與圖書館學，46（3），377-401。
洪蘭（2002）。活化大腦激發創造力。天下雜誌，92-94。
柯華葳（2006）。教出閱讀力。台北市：天下雜誌。
柯華葳、詹益綾（2013）。書與閱讀。國家圖書館館刊，37-50。
張基成（2003）。網路學習社群之經營與管理。T&D 飛訊，8，1-11。
許瑋珊 (2012)。從 PISA 閱讀評量的國際比較探討閱讀素養教育的方向。教師天地（181），4-15。
許舜為（2015）。行動化「親師方舟」App：探索親師通訊結合教育資料探勘之潛
力。國立中央大學網路學習科技研究所碩士論文，未出版。
陳映儒（2016）。設計線上閱讀社群激勵機制以提升學生的參與互動。國立中央大學網路學習科技研究所碩士論文，未出版。
陳德懷（2016）。明日閱讀：明日主題學習的基礎。天下雜誌。
廖長彥、賴建勳、張書瑜、許瓅方、黃瓊慧、鄭年亨、陳德懷（2014）。親師方舟: 探索數位科技支援父母投入孩子教育之潛能。第18 屆全球華人計算機教育應用大會論文集（664-671 頁），上海，中國。
廖長彥、許舜為、張菀真、鄭年亨、陳德懷（2016）。行動化「親師方舟」App的設計與評估。第20屆全球華人計算機教育應用大會（GCCCE 2016），香港，中國。
賴建勳（2013）。親師方舟的設計與實踐：從家長與教師觀點來探討學校評量態　　
度的改變。國立中央大學網路學習科技研究所碩士論文，未出版。
萧富元（2008）。芬蘭教育: 世界第一的秘密。天下雜誌股份有限公司。
譚克平、翁穎哲（2008）。設計研究法簡介及其在教育研究的應用範例。科學教育月刊。
資策會FIND（2016）。八成以上台灣人愛用Facebook、Line坐穩社群網站龍頭 1人平均擁4個社群帳號，年輕人更愛YouTube和IG。取自http://www.iii.org.tw/Press/NewsDtl.aspx?nsp_sqno=1934&fm_sqno=14

英文文獻
Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 285-303.
Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The journal of the learning sciences, 13(1), 1-14.
Barab, S. (2006). Design-Based Research: A Methodological Toolkit for the Learning Scientist. Cambridge University Press.
Cheng, K. H., & Tsai, C. C. (2014). Children and parents' reading of an augmented reality picture book: Analyses of behavioral patterns and cognitive attainment. Computers & Education, 72, 302-312.
Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. The Journal of the learning sciences, 13(1), 15-42.
Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review (Vol. 433). Nottingham: DfES publications.
Dunn, P. K., Richardson, A., Oprescu, F., & McDonald, C. (2013). Mobile-phone-based classroom response systems: Students’ perceptions of engagement and learning in a large undergraduate course. International Journal of Mathematical Education in Science and Technology, 44(8), 1160-1174.
Edelson, D. C. (2002). Design research: What we learn when we engage in design. The Journal of the Learning sciences, 11(1), 105-121.
Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational psychology review, 13(1), 1-22.
Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The reading teacher, 50(1), 14.
Hamman, R. (1997). Introduction to virtual communities research and cybersociology magazine issue two. Cybersociology Magazine, 2.
Krashen, S. D. (2004). The power of reading: Insights from the research: Insights from the research. ABC-CLIO.
Kearney, M., Burden, K., & Rai, T. (2015). Investigating teachers' adoption of signature mobile pedagogies. Computers & Education, 80, 48-57.
Lesesne, T. S. (1991). Developing lifetime readers: Suggestions from fifty years of research. The English Journal, 80(6), 61-64.
Lee, S. J., & Bull, S. (2008). An open learner model to help parents help their children. Technology Instruction Cognition and Learning, 6(1), 29.
Lee, V. (2011). Becoming the reading mentors our adolescents deserve: Developing a successful sustained silent reading program. Journal of Adolescent & Adult Literacy, 55(3), 209-218.
McCracken, R. A., & McCracken, M. J. (1978). Modeling is the key to sustained silent reading. The Reading Teacher, 31(4), 406-408.
Mouza, C., & Barrett-Greenly, T. (2015). Bridging the App gap: An examination of a professional development initiative on mobile learning in urban schools. Computers & Education, 88, 1-14.
Nedungadi, P., & Raman, R. (2012). A new Approach to personalization: integrating e-learning and m-learning. Educational Technology Research and Development, 60(4), 659-678.
O'Bannon, B. W., & Thomas, K. M. (2015). Mobile phones in the classroom: Preservice teachers answer the call. Computers & Education, 85, 110-122.
Pennac, D.（1992）. Comme un roman. Paris: Gallimard.
Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace (Vol. 12). San Francisco: Jossey-Bass.
Pilgreen, J. L. (2000). The SSR handbook: How to organize and manage a sustained silent reading program. Portsmouth, NH: Boynton/Cook Publishers.
Reeves, T. C. (2006). Design research from a technology perspective. Educational design research, 1(3), 52-66.
Smith, M. A., & Kollock, P. (1999). Communities in cyberspace. Psychology Press.
Stowell, J. R. (2015). Use of clickers vs. mobile devices for classroom polling. Computers & Education, 82, 329-334.
Thompson, B. (2008). Characteristics of parent–teacher e-mail communication. Communication Education, 57(2), 201-223.
Virvou, M., & Alepis, E. (2005). Mobile educational features in authoring tools for personalised tutoring. Computers & Education, 44(1), 53-68.
Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational technology research and development, 53(4), 5-23.