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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/87116

    Title: 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
    Other Titles: An action research of integrating reciprocal teaching into class reading group on promoting reading comprehension for junior high school students
    Authors: 林永青;Lin, Yung-Ching
    Contributors: 淡江大學教育科技學系數位學習在職專班
    Keywords: 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
    Date: 2012
    Issue Date: 2013-04-13 10:40:51 (UTC+8)
    Abstract: 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。

    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.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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