淡江大學機構典藏:Item 987654321/111682
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    题名: 運用交互教學法提升國中學生閱讀理解能力之行動研究
    其它题名: An action research study on applying reciprocal teaching method to enhance junior high school student's reading comprehension
    作者: 江明倩;Chiang, Ming-Chien
    贡献者: 淡江大學課程與教學研究所碩士在職專班
    游家政;Yu, Chia-Cheng
    关键词: 交互教學法;閱讀理解;閱讀策略;reciprocal teaching;Reading Comprehension;Reading strategy
    日期: 2016
    上传时间: 2017-08-24 23:59:36 (UTC+8)
    摘要: 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。
    基於上述，本研究採行動研究法，以研究者所任教的九年甲班25名國中學生作為研究對象，教學時程分三階段，共為期二十二週。本研究主要透過教學觀察紀錄、教師札記、小組學習單、學生回饋單、前後測驗卷等方式進行資料蒐集，進而再根據所蒐集的資料進行整理、歸納與分析。據此，本研究所得到的研究結論如下：
    一、友善的「對話氛圍」有利於學生學習。
    二、健全的「支持系統」有助於學生學習。
    三、教師角色的適時轉換，有利於學生學習責任的轉移。
    四、運用「交互教學法」能提升國中學生閱讀理解能力。
    五、「交互教學法」對「省思與評鑑」能力有最大助益。
    六、不同題型，可測得不同閱讀理解能力，不宜偏廢。
    另外，本研究也給予未來的教學者與研究者以下建議：
    一、融入「交互教學法」的閱讀研究，宜盡早開始。
    二、除了交互教學法與閱讀理解能力，研究主題可再求多元。
    三、「成效評估工具」的編製亟待未來研究者的投入。
    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.
    显示于类别:[課程與教學研究所] 學位論文

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