淡江大學機構典藏:Item 987654321/104992
English  |  正體中文  |  简体中文  |  全文笔数/总笔数 : 62822/95882 (66%)
造访人次 : 4028098      在线人数 : 586
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻


    jsp.display-item.identifier=請使用永久網址來引用或連結此文件: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/104992


    题名: 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
    其它题名: An action research on enhancing ninth graders' geographic reading comprehension through self-questioning strategy
    作者: 邱薰慧;Chiu, Hsun-Hui
    贡献者: 淡江大學教育科技學系碩士在職專班
    何俐安;Ho, Li-An
    关键词: 自我提問;閱讀理解;國中地理;Reading Comprehension;Self-Questioning;Junior High School Geography
    日期: 2015
    上传时间: 2016-01-22 14:45:11 (UTC+8)
    摘要: 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.
    显示于类别:[教育科技學系暨研究所] 學位論文

    文件中的档案:

    档案 描述 大小格式浏览次数
    index.html0KbHTML127检视/开启

    在機構典藏中所有的数据项都受到原著作权保护.

    TAIR相关文章

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - 回馈