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|Other Titles: ||Action research on teaching reading with predictive strategies for first grade students|
|Authors: ||吳惠敏;Wu, Huei-Min|
|Keywords: ||預測策略;國小一年級;閱讀教學;行動研究;Predictive Strategies;First Grade students;Reading teaching;Action Research|
|Issue Date: ||2016-01-22 14:46:17 (UTC+8)|
This study aims to explore the process and the effects of the application of prediction strategies in reading teaching for first-grade students in an elementary school. The researcher progressed the teaching of 18 classes which lasted for 9 weeks. Holding the spirit of action research, the researcher improved the teaching by the circulating process of planning, acting, observing, and reflection. With the data of reflective journal, notes of observation, interview, tests of reading comprehension, and feedback questionnaire of curriculum, the researcher presented what the teaching process was. Aiming at the problems and solutions during the process of teaching, and students’ reading and comprehensive ability and learning attitudes, the researcher presented the result and discussion. This study concluded as follows:
First, the application process of prediction strategies in reading teaching:
1.The clear demonstration and guidance of strategies from a teacher helped students learn and apply these strategies.
2.Integrating games which students were interested in during the teaching process increased their learning interests toward strategies.
3.The process of team dialogue in groups could inspire multiple thinking and promote learning effects.
Second, the effects of students’ reading and comprehensive abilities:
1.With the application of prediction strategies, students’ abilities in word comprehension were improved.
2.With the application of prediction strategies, students’ abilities in text inference comprehension were improved.
3.With the application of prediction strategies, lower graders’ abilities in reading comprehension were improved.
Third, students’ learning attitudes toward prediction strategies:
1.The application of prediction strategies in reading teaching received recognition from and was popular with students.
2.The application of prediction strategies in reading teaching promoted the willingness of exploring texts actively of most students.
Fourth, the researcher’s professional growth:
1.The researcher gained professional growth and harvest from the process of the action research.
2.The researcher promoted the ability of self-reflection from the process of the action research.
|Appears in Collections:||[課程與教學研究所] 學位論文|
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