- 學位論文
數位學習平台結合自主學習四學教學策略促進國小學生閱讀流暢性與閱讀理解之行動研究
Action Research on the Effect of e-Learning Platform with Self-Regulated Learning Strategy to Enhance Elementary School Students’ Reading Fluency and Reading Comprehension
摘要
十二年國民基本教育課程綱要總綱，將閱讀素養放入19項議題教育當中，而「提升國民基本知能，培養現代公民素養」是十二年國教的重要理念之一，公民素養由文化素養組成，要提升文化素養的重要途徑即是「閱讀」。再者面對Z世代的學生們，他們成長於電子屏幕、網路科技發展迅速的環境，接觸媒體以及網路遊戲已經是許多學生生活的一大部分。他們愛好互動、立即回饋、圖片以及視聽的刺激，也喜好和同儕分享，對行動科技的依賴，影響其學習方式。因此本研究以數位學習平台結合自主學習四學教學策略，探討促進國小學生閱讀流暢性與閱讀理解之成效。 本研究以國小四年級學生為研究對象，運用學習吧數位學習平台，結合自主學習四學教學策略，探討此教學模式的實施歷程、學生的學習成效，以及教學者的研究省思。為達研究目的，本研究採行動研究法，採兩階段循環的方式，透過閱讀流暢性與閱讀理解的前後測驗、教師教學日誌、學生晤談紀錄、學生學習歷程、學生回饋問卷等資料，進行量化與質性分析，獲得以下結論： 一、 數位學習平台結合自主學習四學教學策略能提升學生閱讀流暢性。 二、 數位學習平台結合自主學習四學教學策略能提升學生閱讀理解。 三、 行動研究過程中不斷嘗試及修正教學，方能調整出更適當的教學方式。 根據上述結論，研究者提出相關建議，以供未來研究之參考。
並列摘要
The Curriculum Guidelines of 12-Year Basic Education─General Guidelines, have incorporated reading literacy into 19 thematic education issues, with the aim of enhancing basic knowledge and building competence for modern citizenship. Civic competence is based on cultural competence, and "reading" is an important way to improve it. However, confronting of Generation Z students who have grew up in an environment with electronic screens and rapid development of internet technology, media exposure and online gaming have become an integral part of their lives. They have a passion for interactive experiences, immediate feedback, pictures, audio-visual stimulation and actively sharing with their peers. Their reliance on mobile technology influences their learning style. Therefore, this study investigates the effectiveness of combining e-Learning platforms with the self-regulated learning strategy to promote reading fluency and reading comprehension among elementary school students. This study focused on fourth-grade elementary school students as the research participants. Besides, we utilized the LearnMode platform in conjunction with the self-regulated learning strategy to explore the implementation process of this teaching model, the student’s learning effectiveness, and the reflection of educators. We used two-stage cycle action research to quantify and qualify the pre and post testing, teaching logs, student interview records, student learning process, and student feedback questionnaires through reading fluency and reading comprehension. The following conclusions were reached: 1. The e-Learning platform combined with the self-regulated learning teaching strategy could improve students' reading fluency. 2. The e-Learning platform combined with the self-regulated learning teaching strategy could improve students' reading comprehension. 3. With countless tries and revision during the action research, we could further adjust our teaching methods to be more appropriate. Based on these findings, we put forward relevant suggestions for reference in future research.