Quality Discussion and High-Level Comprehension: An Analysis of Taiwanese College Students

深度討論和高層次思考：台灣大學生之研究

徐筱玲(Hsiao-Ling Hsu) ； 陳浩然(Hao-Jan Howard Chen) ； 林微庭(Wei-Tin Lin)

《教育資料與圖書館學》 56卷1期 (2019/03) Pp. 107-130

https://doi.org/10.6120/JoEMLS.201903_56(1).0036.RS.CE

摘要

Reading has been a focus of research attention because it is one of the important skills to achieve academic success and become life-long readers. Most research in reading puts focus more on how readers can comprehend information from reading; however, only a few studies have focused on how reading can facilitate readers' critical thinking. One teaching approach, Quality Talk (QT), has been found to enhance students' literal comprehension and critical thinking, but these studies have been conducted in classes where English was students' first language. Therefore, the present study aimed to examine the effects of QT on Taiwanese students' reading comprehension in English and the development of critical thinking. Two classes were randomly assigned as a control and an experimental group respectively. While the students in the control group received regular English class, the students in the experimental group received a training session including how to ask questions and how to conduct group discussions. The students' reading comprehension was evaluated through multiple choices and open-ended questions; and their development of critical thinking was evaluated through group discussions which were recorded, transcribed, and analyzed. The results have shown that scores of the reading comprehension test in the experimental group were significantly higher, which suggested that the training session made the students more involved in the text and they thus had better understanding on the text. The experimental group students further used significantly more authentic questions, which suggested that the students were able to relate their personal experience and information of outside world to the text.

關鍵字

Text-based discussion ； Discourse analysis ； Group discussion ； Reading comprehension ； Critical thinking

並列摘要

閱讀能力對於取得專業知識或是對於終身學習，是很重要的一項能力。多數的閱讀相關研究著重於讀者如何增進閱讀理解，較少研究著重於如何透過閱讀增進批判性思考能力。應用深度討論教學法（Quality Talk）之研究發現，此種教學法可以有效地促進閱讀理解和高層次思考能力。但是Quality Talk的相關研究中，學生皆以英文為母語，因此本研究探討Quality Talk對於非以英文為母語的學生之閱讀理解和批判性思考能力的影響。本研究將兩班的學生分成實驗組和控制組。控制組的學生接受一般的英文閱讀課程，實驗組的學生接受深度討論教學法的訓練課程。透過紙筆測驗和言談分析，評量兩班學生的閱讀理解和高層次思考能力。結果顯示實驗組學生獲得較好的閱讀理解，也展現高層次思考的能力。

並列關鍵字

文本討論 ； 言談分析 ； 小組討論 ； 閱讀理解 ； 批判性思考

參考文獻

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