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    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。
    資料收集主要分為四個階段,包括準備階段、教學示範、獨立閱讀、及訪談。參與學生在最後兩階段的回應皆轉換為逐字稿,並進行資料分析。此外,參與學生完成的圖像組織以及研究者的反思筆記也納入做為補充資料。資料分析旨在於了解參與學生在獨立閱讀時使用圖像組織而產生的閱讀行為模式、參與學生最常使用圖像組織來協助閱讀的方式,以及參與學生對此種閱讀方式的看法與反思。
    研究結果顯示,在閱讀過程中使用圖像組織,參與學生能意識到文章結構的重要,並且注意與文章主題有關的訊息。此外,參與學生也會對文章內容與所完成的圖像組織進行相互檢視,來檢查自己對文章理解是否正確。在閱讀過程中使用圖像組織也幫助參與學生使用不同的方式組織文章訊息來協助理解,例如:組織重要句子、建立主題概念,及連結文章內已知部分。透過這些方式,參與學生能夠獲得對文章的基本的概念、詮釋自己對文章的理解,並也獲得更多在閱讀英語方面的信心。最後,參與學生意識到圖像組織所帶來的各種幫助,並且認為圖像組織為一種能協助英語閱讀理解的實用性工具,並且使英語閱讀更加有趣。
    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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