In elementary school classrooms, “The Direct Instruction”, which means asking questions by a teacher and replying by students, is commonly used. As a result, students are not the center and master of learning. Therefore, a teacher is suggested to use the “Questioning Instruction” in Chinese language courses. Thus, by learning how to raise questions, students not only improve their text comprehension but also enhance their participation in Chinese language courses. This research adopts the “Action Research” and collects data from field observations, interviews and questionnaires for recording the progress of researchers’ teaching and thinking. The subjects are 24, third grade-sixth classroom of Ann-ann elementary school in Taipei city. The research is performed into four steps: (1) data collection and literature survey, (2) the first round teaching activities and modification, (3) the second round teaching activities and reflection, (4) make conclusions and suggestions.
The conclusions are made in the following:
1. Through the teaching of questioning, the level of students’ questioning ability increased as well as their reading comprehension.
2. In response to the teaching of questioning, students extended their reading comprehension that originally restricted to textbooks to logical deduction and creative thinking.
3. Being teachers’ self-examination, it was found that a good planning before teaching, an enlarged inter-discussion among teachers during teaching, and increasing students’ questioning chance as well as the teacher-parents corporation, promoted students’ reading comprehension.
Based on the above results, the authors have proposed suggestions in teaching practice and future research. They provided reference and guidelines for elementary school teachers.
Keyword: Questioning Instruction, Reading comprehension, Action Researh