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    題名: 相互教學法融入班級共讀對提升國中生閱讀理解之行動研究
    其他題名: An action research of integrating reciprocal teaching into class reading group on promoting reading comprehension for junior high school students
    作者: 林永青;Lin, Yung-Ching
    貢獻者: 淡江大學教育科技學系數位學習在職專班
    賴婷鈴
    關鍵詞: 閱讀理解;班級共讀;相互教學法;行動研究;Reading Comprehension;Class reading groups;reciprocal teaching;Action Research
    日期: 2012
    上傳時間: 2013-04-13 10:40:51 (UTC+8)
    摘要: 本研究採用行動研究法,以研究者所任教的一班國中八年級學生為研究對象,嘗試運用相互教學法、結合Moodle以融入班級共讀教學,藉由Moodle網路討論的特性以強化學生於討論過程中的文字記錄,於行動中分析教學活動歷程以及學生學習成果,藉以探究學生閱讀理解能力的提升、閱讀理解策略的運用、學生的學習感受與所遭遇到的問題、以及教師於行動歷程中所面對的困難與省思;期望透過行動、觀察、省思、修正的循環歷程,對於學生的閱讀理解有更深入的了解。
    本研究包括兩個階段的教學行動,分別為第一階段的ET-RT閱讀理解策略教學,以及第二階段的Moodle共讀討論教學。透過觀察、訪談、文件分析、教師省思札記、教學錄影、閱讀理解測驗等多元方法蒐集資料與分析。研究結果獲致下列結論:
    一、以相互教學法融入班級共讀,對於國中生的閱讀理解能力能有顯著的提升;同時於「字義理解」、「內容理解」、與「推論理解」等方面亦有顯著的提升。
    二、在實施相互教學法融入班級共讀的教學活動中,國中生運用四項閱讀理解策略的表現隨著共讀單元討論的逐次進行而逐漸提升,並於第二階段Moodle共讀討論教學活動後期能藉由自發與持續地對話討論以增進對於文章內涵的理解。
    三、相較於口頭討論的方式,學生大致傾向於運用Moodle來進行相互教學法融入班級共讀,且期待持續進行如此的共讀討論活動
    四、實施以相互教學法融入班級共讀對於提升國中生閱讀理解之行動研究,提高教師省思的能力,有助於教師專業成長。

    最後,本研究分別對於教師教學應用與後續研究方向提出若干建議。
    Reciprocal teaching is an instructional procedural to foster reading comprehension. The purpose of the study was to explore the effects of reciprocal teaching via asynchronous online discussion tool to improve reading comprehension in 8th graders’ class reading groups.
    The action research included two sections, (1) the researcher/teacher enacted the Explicit Teaching for Reciprocal teaching (ET-RT), (2) students used asynchronous online discussion tool and applied reciprocal teaching to read 8 assigned articles. 29 students (15 female and 14 male) were randomly assigned in group of three. Data collection included reading comprehension tests, worksheets, observations, video recording, interviews, and teachers’ reflection journals. The paired T test was used to analyze the reading comprehension exam scores. Worksheets, interviews, as well as teachers’ reflection journals, were analyzed qualitatively.
    The findings were described as below:
    1.Students using reciprocal teaching and asynchronous online discussion improved reading comprehension ability significantly.
    2.Students considered that abstract type of questions were most difficult, while prediction type were easier.
    3.Students preffered via asynchronous online discussion to oral discussion and tended to consider that strategies were useful to reading comprehension.
    4.The action research led the researcher to reflect on the strategies to facilitate small group discussion and to improve teachers’ knowledge and abilities to enact ET-RT.
    Finally, the research provided suggestions for future research and reveal issues for further clarification.
    顯示於類別:[教育科技學系暨研究所] 學位論文

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