生物教學運用K-W-L閱讀策略對於高中生閱讀動機及閱讀理解能力之影響 ─以新北市立三民高中為例

The Effects of K-W-L Reading Instruction on Reading Motivations and Comprehension for Senior High School Biology Teaching : A Case Study of New Taipei Municipal San Min High School

詹捷茹(Chan Chieh-Ju)

指導教授 ： 林巧敏

國立政治大學/文學院/圖書資訊學數位碩士在職專班/碩士(2018年)

https://doi.org/10.6814/THE.NCCU.ELIS.001.2018.A01

摘要

摘要
在民國108年上路的新課綱中，加開許多培養學生多元能力的課程，閱讀能力與批判思考能力需要教師的引導，因此閱讀時必須著重於策略。本研究目的在於分析K-W-L閱讀策略運用於新北市三民高中高一學生修習多元選修「生物實驗設計」課程，對於學生生物科普閱讀動機、閱讀理解成效之影響、學生學習歷程感受與反應、最後綜合研究結果提出提升高一學生生物科閱讀素養與能力之建議。
本研究於K-W-L閱讀策略前、中、後進行閱讀測驗，於K-W-L閱讀策略前、後實施閱讀動機量表，教學時間進行教學觀察記錄，並於課程結束後進行個別訪談，課程持續五週，一週兩堂課，共十堂課，每一週都進行一次完整的K-W-L閱讀教學策略，以此分析本班在實施K-W-L閱讀策略前後閱讀動機、閱讀理解以及學習感受上的差異。
從量化結果顯見K-W-L閱讀策略能提升閱讀動機與閱讀理解能力，推論理解能力的躍升尤其明顯，學習過程中學生感受正向，更有信心能在下一次的閱讀中做得更好。K-W-L閱讀策略的導入需要三週的時間練習，而且適合做深度閱讀，經過訓練學生能夠獨立從文章中推理並找出他們想要的答案。
關鍵字: K-W-L、閱讀策略、閱讀動機、閱讀理解

關鍵字

閱讀策略 ； 閱讀動機 ； 閱讀理解

並列摘要

Abstract
In the new 2019 curriculum, many courses for cultivating students’ diverse abilities were added. Reading ability and critical thinking skills required teacher guidance. Therefore, reading must focus on strategies. The purpose of this study was as follows: after applying the K-W-L Reading Strategy in the “biological experimental design” course for the students of New Taipei Municipal San-Min High School, analyzing the impact on student’s reading motivation, reading comprehension, and the student’s learning experience and reaction. Lastly, make suggestions for improving the reading literacy and competencies of freshmen in Biology.
This study conducted reading tests before, during, and after the K-W-L reading strategy, implemented a reading motivation scale before and after the KWL reading strategy, and recorded teaching observations for the teaching time, and conducted individual interviews after the course. The course lasted five weeks and student practice a complete K-W-L reading strategy each week.
K-W-L reading strategies can improve reading motivation and reading comprehension. During the learning process, students feel positive and confident that they can do a better job in the next reading. The introduction of K-W-L reading strategies requires three weeks of practice and is suitable for in-depth reading. After training, students can independently reading from the text and find the answers they want.

Keywords: K-W-L, reading strategies, reading motivation, reading comprehension

並列關鍵字

K-W-L ； Reading strategies ； Reading motivation ； Reading comprehension

參考文獻

參考文獻

一、中文部分

王炳欽、許君穗(民99)。晨讀十分鐘對國小二年級學童閱讀動機與閱讀行為之研究。幼兒教育研究，2，73-106。

王詩妮、吳東光、孟瑛如(民103)。多媒體註解輔助低閱讀能力學生線上閱讀理解之成效研究。人文社會學報，10(4)，333-352。

宋曜廷、劉佩雲、簡馨瑩（民92)。閱讀動機量表的修訂及相關因素研究。中國測驗學會測驗學刊，50(1)，47-72。