運用自我提問策略於九年級地理閱讀理解教學之行動研究

機構典藏 > College of Education > Graduate Institute & Department of Educational Technology > Thesis > Item 987654321/104992

Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/104992

Title:	運用自我提問策略於九年級地理閱讀理解教學之行動研究
Other Titles:	An action research on enhancing ninth graders' geographic reading comprehension through self-questioning strategy
Authors:	邱薰慧;Chiu, Hsun-Hui
Contributors:	淡江大學教育科技學系碩士在職專班何俐安;Ho, Li-An
Keywords:	自我提問;閱讀理解;國中地理;Reading Comprehension;Self-Questioning;Junior High School Geography
Date:	2015
Issue Date:	2016-01-22 14:45:11 (UTC+8)
Abstract:	本研究為國中地理閱讀教學的行動研究。因應終身學習的需求，基於地理學科的特質，本研究利用自我提問策略，以教科書為文本，以區域地理為範疇，對某國中九年級一個班級之學生(34人)實施為期七週的行動研究，嘗試發展出適切的地理閱讀教學方案，以供未來相關教師與研究做為參考。本研究的主要發現如下：一、本策略教學流程可以從示範、練習到獨立操作，逐步將學習責任轉移至學生身上。二、透過自我提問策略教學，可以提升學生提問能力。而學生的個別差異會影響策略學習表現。三、在提問的方法上，學生表示喜歡從因果關係與比較對照去提問；也相當認同小組討論的方式。四、經過本策略教學，學生在閱讀時與地理文本的互動增加了，能有更多或更深層的思考，進而獲得較佳的理解。五、透過本行動研究，教師的專業知能更為精進且教學態度更加樂觀。根據上述研究結果，研究者進一步提出建議，希望本研究成果能對未來地理閱讀教學實務與後續相關研究有更具體的參考。 This is an action study on middle school students’ reading comprehension in geography. With the increasing need of life-long learning and the unique characteristics of Geography, this study attempts to develop an appropriate teaching program to enhance students’ geographic reading comprehension by implementing self-questioning strategy in a class of 34 ninth grade students over seven weeks. The stimuli are based on regional geography in the ninth grade textbook. The findings include: 1 .Instructional steps of the self-questioning strategy can be sequenced in the following order: demonstration, guiding practice and independent exercise, which gradually release learning responsibility to students. 2. The self-questioning strategy significantly improves students’ capacity to ask questions, although such improvement is moderated by individual differences. 3. Students prefer raising causal and comparative questions; they are also fond of group discussions. 4. Through self-questioning strategy, students interact with the geographic text more and achieve richer and deeper critical thinking, which enhances reading comprehension. 5. With the implementation of this teaching strategy, the instructor becomes more knowledgeable and optimistic . Based on the above mentioned results, the author made suggestions with the hope that the research can contribute to teaching practice and future studies on reading comprehension in geography.
Appears in Collections:	[Graduate Institute & Department of Educational Technology ] Thesis

Files in This Item:

File	Description	Size	Format
index.html		0Kb	HTML	127	View/Open

Loading...