- 學位論文
概念導向閱讀教學對國中學習扶助學生國文學習成效之影響
The Impact of Concept-Oriented Reading Instruction on the Effectiveness of Chinese Language Learning for Middle School Students in Remedial Teaching
摘要
本研究旨在探討概念導向閱讀教學對國中學習扶助學生國文學習成效之影響，並根據研究結果提出具體建議，以供教育單位、實施概念導向閱讀教學法之教師以及未來研究者之參考。本實驗採行動研究法，研究對象為國中七年級學習扶助學生，進行概念導向閱讀教學。本學年實驗為期二十週共計二十節課，從111年9月起至112年5月止，實驗教學前實施「閱讀理解」測驗，在每個學期的實驗教學前後分別進行學習成效之前後測；並以獨立樣本t檢定、相依樣本t檢定、F考驗進行資料的分析討論。本研究的結果歸納如下: 一、接受 CORI 教學法對第一學期學生學習成效的表現沒有差異 二、接受 CORI 教學法對第二學期學生學習成效的表現有差異 三、女生、母親學經歷為大學、研究所以上學歷的學生學習表現較優 四、概念導向閱讀教學融入國文學習扶助課程促進教師教學專業成長 五、概念導向閱讀教學融入國文學習扶助課程學生持正向學習反應
並列摘要
This study aims to investigate the impact of concept-oriented reading instruction on the Chinese language learning outcomes of junior high school students receiving learning support. It also aims to provide specific recommendations for educational institutions, teachers implementing concept-oriented reading instruction, and future researchers based on the research findings. The research employed an action research methodology and focused on seventh-grade students receiving learning support. The experiment lasted for a total of 20 weeks, comprising twenty instructional sessions from September of Year 111 to May of Year 112. Prior to the experimental instruction in each semester, a "reading comprehension" test was conducted, and pre- and post-tests were administered to measure learning outcomes. Data analysis and discussions were conducted using independent samples t-tests, paired samples t-tests, and F-tests. The summarized results of this study are as follows: 1.There was no significant difference in the performance of students in the first semester regarding their acceptance of CORI (Concept-Oriented Reading Instruction). 2.There was a significant difference in the performance of students in the second semester regarding their acceptance of CORI. 3.Female students and students whose mothers had a higher education level (university or above) demonstrated better learning performance. 4.Integrating concept-oriented reading instruction into Chinese language learning support courses facilitated teachers' professional growth. 5.The Concept-Oriented Reading Instruction is integrated into the Chinese learning support course. Students have a positive learning response.