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    請使用永久網址來引用或連結此文件: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/53913

    題名: An action research on the application of graphic organizers in a grade 5 elementary school english reading class
    其他題名: 圖像組織教學應用在國小五年級英語閱讀課之行動研究
    作者: 曹睿旂;Tsao, Reui-Qi
    貢獻者: 淡江大學英文學系碩士班
    蔡瑞敏;Tsai, Jui-Min
    關鍵詞: 行動研究;圖像組織;國小英語閱讀課;閱讀行為;Action Research;Graphic organizers;Elementary school English reading class;Reading behaviors
    日期: 2011
    上傳時間: 2011-06-16 10:44:33 (UTC+8)
    摘要: 本研究為一行動研究,旨在探討以圖像組織教學應用在國小五年級英語閱讀課之成效。本研究為期兩學期,參與的對象為一國小五年級班級,共十二人。研究者亦為參與學生的英語教師,在研究過程中觀察、設計進而調整課程,以滿足參與學生的學習需求。
    This study followed an action research model which aimed to investigate the effects of the use of graphic organizers in a grade fifth elementary school English reading class. The study was conducted with one fifth-grade class of twelve students for a period of two semesters. The researcher of the study was also the participant students’ English teacher who observed, designed and adjusted the instruction to fit the need of all the participant students.
    There were four major stages for data collection in the study: warm-up, instruction, independent reading practice, and a final semi-structured interview. The utterances of the participant students when engaged in the latter two stages were transformed into verbatim transcripts for data analysis. In addition, the participant students’ completed graphic organizers and my reflective journals were also adopted to offer more insight into other sources of data. Data analysis aimed to understand the patterns of the participant students’ reading behaviors when they used graphic organizers to read independently, the most common ways they used graphic organizers to facilitate reading, and their responses to graphic organizers.
    With the application of graphic organizers, the results showed that the participant students were aware of text structure and the information related to the topic of a text in the reading process. They would also examine their understating by cross-checking the text and the graphic organizers. Furthermore, drawing graphic organizers also helped the participant students arrange text information to facilitate comprehension, such as organizing key sentences, generating thematic ideas and connecting what they knew piece by piece. These helped them obtain key concept meanings, show their own interpretation of a given text, and get more confidence in English reading than before. Finally, the participant students expressed their recognition of various benefits of graphic organizers and regarded them as practical tools for English reading which facilitated reading comprehension and made reading interesting.
    顯示於類別:[英文學系暨研究所] 學位論文


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