- 學位論文
閱讀四層次提問教學對國中學生閱讀理解能力影響之研究
A Study on the Influence of PIRLS Four-Level Questioning Strategies Teaching on Junior High Students’ Reading Comprehension
摘要
本研究運用國際教育成就評鑑協會主辦的「促進國際閱讀素養研究（Progress in International Reading Literacy Study, PIRLS）」，此大型閱讀能力測驗所發展出的閱讀四層次模式融入提問教學法，並運用於剛從國小畢業，升上國中七年級的國文課堂，採用課文本位方式，施行於課堂。藉此探究閱讀四層次提問教學法對於學生閱讀能力之影響，期望對於國小升上國中的學習者之課程銜接有所幫助。 本研究於教學實驗前、教學實驗後進行閱讀理解能力測驗。前、後測試題一致，採用獨立樣本t檢定、成對樣本t檢定及單因子共變數進行分析。以前、後測分數分析學生閱讀理解能力是否提升。另以學習回饋單、訪談資料、提問學習單進行質性分析，作為量化資料的輔助，以期了解學生之學習成效及教學的看法。 本研究之結論為： 一、閱讀四層次提問教學法融入國文教學對於學生閱讀理解能力有正面影響。 二、閱讀四層次提問教學法融入國文教學對學生在「比較評估」的閱讀理解能力有顯著影響。 三、學生對於閱讀四層次提問教學法融入國文教學持正向支持看法 四、提問學習單可以協助檢視學生在不同層次問題的掌握情形 最後，根據本研究之結果，研究者提出建議，作為學校、教學者以及未來研究之參考。
並列摘要
This study uses the "Progress in International Reading Literacy Study (PIRLS)" sponsored by the International Association for the Evaluation of Educational Achievement. The four-level reading model developed by this large-scale reading ability test is integrated into the questioning teaching method and applied to I just graduated from elementary school and entered the seventh-grade Chinese class of junior high school. I adopted the text-based method and implemented it in the classroom. This study explores the impact of the four-level reading teaching method on students' reading ability, and hopes to be helpful for the curriculum transition of learners from elementary school to junior high school. In this study, reading comprehension ability tests were conducted before and after the teaching experiment. The pre- and post-test questions were consistent, and independent samples t-test, paired-sample t-test and single-factor covariate were used for analysis. Pre-test and post-test scores analyze whether students' reading comprehension ability has improved. In addition, qualitative analysis was conducted using learning feedback sheets, interview data, and question-and-answer sheets as an aid to quantitative data, in order to understand students' learning effectiveness and teaching views. The conclusion of this study is: 1. The integration of the four-level questioning teaching method into Chinese language teaching can help improve students’ reading comprehension ability. 2. The integration of the four-level reading teaching method into Chinese language teaching has a significant impact on students' reading comprehension ability in the "comparative assessment". 3. Students hold positive views on the integration of the four-level questioning teaching method into Chinese language teaching. 4. Questioning worksheets can help check students’ mastery of questions at different levels. Finally, based on the results of this study, the researcher makes suggestions as a reference for schools, teachers, and future research.