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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/111682

    Title: 運用交互教學法提升國中學生閱讀理解能力之行動研究
    Other Titles: An action research study on applying reciprocal teaching method to enhance junior high school student's reading comprehension
    Authors: 江明倩;Chiang, Ming-Chien
    Contributors: 淡江大學課程與教學研究所碩士在職專班
    游家政;Yu, Chia-Cheng
    Keywords: 交互教學法;閱讀理解;閱讀策略;reciprocal teaching;Reading Comprehension;Reading strategy
    Date: 2016
    Issue Date: 2017-08-24 23:59:36 (UTC+8)
    Abstract: 本研究主要的研究目的是想探討將「交互教學法」融入閱讀教學後,國中學生對於預測、澄清、提問與摘要四項閱讀理解策略的運用情形與學習態度,並進一步探究交互教學法對於提升國中學生閱讀理解能力之果效。
    The purpose of the study is to discuss students’ application of four reading strategies: predicting, clarifying, questioning and summarizing, and their learning attitude while reciprocal teaching was infused into reading teaching. Then, further discussion was conducting toward the effectiveness of applying reciprocal teaching to enhance junior high school students’ reading comprehension.
    Action Research was applied as a study method. Participants were 25 junior high school 9th graders from the researcher’s class. The whole teaching session was divided into three parts and lasted for 22 weeks. Data were collected through teaching observation, teacher’s notes, group work sheets, students’ feedback sheets, pre-test and post-test. Based on the data collected, further analysis was made and the results were as following:
    1. Friendly “conversation atmosphere” was beneficial to students’ learning.
    2. A sound “supporting system” helped students’ learning.
    3. Appropriate “teacher’s role changing” was beneficial to get to “learning responsibility transfer”.
    4.“Reciprocal Teaching” could enhance junior high school students’ reading comprehension.
    5.“Reciprocal Teaching” helped students the most with their ability of “reflection and evaluation”.
    6. Different “test types” which could test on different “reading comprehension” should all be emphasized.
    Following suggestions are provided for future scholars and researchers:
    1.The study of infusing “Reciprocal Teaching” into reading shoud start the early the better. 2.Besides the study on Reciprocal Teaching and reading comprehension, future study subject could be more diversified.
    3.”Evaluation tools” are waited to be modified for future researchers.
    Appears in Collections:[課程與教學研究所] 學位論文

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