課堂回饋系統融入故事結構教學對國小一年級學生閱讀理解能力之影響

The Impacts of Using Classroom Feedback System in Story Grammar Instruction on First Grade Students' Reading Comprehension Abilities

杜叔娟(Shu-Chuan Tu) ； 歐陽誾(Yin OuYang)

《教育學誌》 31期 (2014/05) Pp. 81-132

摘要

閱讀在學生學習的過程中，扮演著重要的角色，教師進行閱讀教學的目的在於培養學生的認字能力與閱讀理解能力。本研究即以鷹架學習概念，試圖將課堂回饋系統融入故事結構教學中，探討在導入科技與逐步引導故事結構策略下，對國小一年級學生閱讀理解能力之影響。本研究以臺南市某公立國小一年級一個班級的27位學生為研究對象，在研究過程中，透過探討相關文獻資料，了解故事結構教學與課堂回饋系統的特性後，進行為期十週的閱讀教學實驗。本研究發現課堂回饋系統融入故事結構教學對國小一年級學生閱讀理解能力具有提昇之成效，且學生對於使用課堂回饋系統融入故事結構教學持正向的看法。

關鍵字

課堂回饋系統 ； 故事結構教學 ； 閱讀理解能力

並列摘要

Reading in the students' learning process plays an important role. In teaching reading, teachers aim to develop students' abilities in word recognition and reading comprehension. This study, applying the concept of scaffolding learning, attempts to use classroom feedback system in story grammar instruction to explore the impacts on first grade students' reading comprehension abilities when introducing technology and gradually adopting the story grammar strategy. The subjects of this study were a class of 27 students in the first grade of an elementary school in Tainan. City In this study, relevant literature was reviewed to understand the characteristics of story grammar instruction and classroom feedback system, and then experiments in reading instruction were conducted for ten weeks. The main findings of this study were as follows: (a) Classroom feedback system integrated into story grammar instruction had a positive influence on first grade students' reading comprehension abilities.(b) Students' attitudes toward classroom feedback system integrated into story grammar instruction were positive.

並列關鍵字

classroom feedback system ； Classroom Presenter ； story grammar instruction ； reading comprehension ability

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