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    Title: 相互教學法對國小中年級學生閱讀理解影響之行動研究
    Other Titles: Action research on effects of reciprocal teaching on reading comprehension for middle-grade elementary school students
    Authors: 劉素娟;Liu, Su-chuan
    Contributors: 淡江大學教育科技學系碩士在職專班
    張瓊穗;Chang, Chiung-sui
    Keywords: 相互教學法;閱讀理解;閱讀理解策略;行動研究;reciprocal teaching;Reading Comprehension;reading comprehension strategies;Action Research
    Date: 2009
    Issue Date: 2010-01-11 00:36:01 (UTC+8)
    Abstract: 閱讀,是所有學習的基礎,更是面對未來所需具備的重要能力,本研究採用行動研究,以研究者所任教的國小中年級學生為研究對象,嘗試運用相互教學法融入國語文教學,探討實施相互教學法閱讀理解策略對學生閱讀理解能力的影響,分析在實施相互教學法的過程中師生互動的學習歷程和學習結果,及瞭解教師在行動歷程中所面臨的困難與省思,期望透過行動、觀察、省思,修正的循環歷程,能對學生閱讀理解所發生的問題,有更深入的了解。
    本研究透過觀察、訪談、教師省思札記、教學錄影、文件分析等方式蒐集資料,再就所蒐集的資料進行整理、歸納與分析。研究結果重點如下:
    一、相互教學實施後,學生運用閱讀理解策略的表現,隨著練習次數的增加,逐漸熟練而進步,顯示實施相互教學法,能提高學生閱讀理解表現。
    二、相互教學法對提升中年級學生的閱讀理解能力具有成效。
    三、多數學生對相互教學法持正向態度,表示喜歡對話討論的方式,有較多的參與和觀摩機會,並肯定相互教學法能增進其閱讀表現。
    四、在「預測」、「澄清」、「提問」、「摘要」四種策略中,學生認為「摘要」策略最難,而「提問」策略是最容易使用的。
    五、應用同儕互評融入相互教學法,可促進學習者進行反省與修正活動,提升其思考層次及學習成效。
    六、從教學歷程與學生的學習表現中,不斷反省與修正,改進閱讀指導教學的缺失,進而促進教師的教學成長。
    “Reading” is not only the foundation of all learning approaches, but also an important ability that needed to be have to face the future. This study is adopted the action research method with taking middle-grade elementary students in the elementary school that the researcher served as the research object. In addition, it is attempted to make use of integrating reciprocal teaching with Chinese teaching to explore effects of implementing the reciprocal teaching strategy on improvement of reading comprehension; to analyze the learning process and result of the interaction between teachers and students in the process of conducting the reciprocal teaching; and to understand the difficulties and introspection that teachers would be encountered in the process of action. Therefore, though the circulating process of action, observation, introspection and correction, it is expected to make a more in-depth understanding of the problems that occurred in reading comprehension for middle-grade elementary students.
    This study has collected data by making use of observation, interview, teachers’ introspection note, teaching video, and document analysis, and then conducted arrangement, induction and analysis on those collected data. Results of this study may be summarized as follows:
    1. After implemented the reciprocal teaching, students’ performance of making use of reading comprehension strategy will be not only skilled but also improved along with the increase of practice frequencies. Thus, it is indicated that the implementation of reciprocal teaching will improve students’ performance of reading comprehension.
    2. Reciprocal teaching has showed a significant efficiency on improving the reading comprehension for middle-grade elementary students.
    3. Most students have positive attitude toward the reciprocal teaching approach, and expressed that they liked the way of reciprocal discussion. In addition, they thought that they may have more opportunities of participation and demonstration, and approved that the reciprocal teaching will also improve their reading performance.
    4. As for these 4 strategies: “forecast”, “clarification”, “questioning” and “summarization”, students thought that the strategy of “summarization” is the most difficult and “questioning” is the most easy to use.
    5. By making use of integrating the peer assessment with reciprocal teaching, it may be able to encourage learners to conduct the self-examine and corrective activities to improve the level of their thoughts and learning achievement.
    6. Continuously made self-examination and correction within teaching process and students’ learning performance in order to improve the defect in the teaching of reading guidance and further to advance teaching development for teachers.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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