小学国语文阅读摘要教学之实践与反思

Teaching of Chinese Reading Summarization Strategies in Elementary Schools: Implementation and Reflections

冯永敏(Feng Yong-Min) ； 赖婷妤(Lai Ting-Yu) ； 陈美伶(Chen Mei-Lin)

《华文学刊》 29期 (2017/06) Pp. 42-57

摘要

阅读摘要历程涉及复杂的认知活动，不仅包括对文章中句、词的理解，更重要的是要求读者将新内容与旧知识相连，促进阅读信息的整合。摘要技能对小学生来说是最困难以及最弱的一环。在教学中，教导摘要策略，不仅可帮助学生进行阅读理解，也能促进学生自我监控与调整。本文主要目的在于探讨摘要策略教学在小学五、六年级实施的状况及教学前后的变化。研究使用小学五、六年级国语文的摘要教学教材进行规划安排，以台北市两所小学为研究对象。教学期间，研究组记录学生所遇困难，并通过教学省思、伙伴教师回馈及对比摘要教学前后测之变化，反思阅读摘要教学策略的实施并提供建议。

關鍵字

摘要教学 ； 阅读理解历程 ； 反思性教学

並列摘要

Reading summarization process involves complex cognitive activities. It is not only about understanding sentences and words, but also about linking new content to their prior knowledge, which in turn facilitates the integration of information extracted from reading. Summarization is the most difficult and weakest skill for elementary school students. Teaching summarization strategies helps students with reading comprehension and encourages them to self-monitor and adjust their learning. This paper is about a research on teaching summarization strategy in the fifth and sixth grade and its effect. The teaching activities were planned based on the summarization-related instructional materials in the fifth and sixth grade. Two elementary schools located in Taipei City were taken as the research objects. During the research, the team recorded students' difficulties in summarization, collected teaching-and-learning feedback sheets and compared the difference between pretest and posttest. Based on the research findings, the paper reflects on the teaching of reading summarization strategies and provides suggestions for improvement.

並列關鍵字

summarization strategy ； reading comprehension process ； reflective teaching