以寫重點來增進五年級學童聆聽能力之策略教學

Key to write the fifth grade students to enhance the ability of teaching listening strategies

閻瑞珍(Yan, Ruey-Jen)

《語教新視野》 4期 (2016/03) Pp. 12-29

https://doi.org/10.6751/NVLA.201603_(4).0002

摘要

本研究旨在探討「以寫重點為增進聆聽能力之策略教學」在國小五年級國語課的實施歷程。筆者以彰化縣快樂國小（化名）五年孝班學生為研究對象，進行聆聽教學之行動研究。因曾於103年9月第一學期以國小三年級學童進行此研究，發現文本過於艱難，使得成效不彰，和相關領域之學者專家討論之後，本學期再以國小五年級學童進行研究，希冀運用適當的教學策略來改善學生的聆聽能力並寫成研究報告。實施本行動教學法後發現，寫重點策略對五年級學童聆聽能力之影響稍有提升，筆者根據學生的問卷統計資料，推論其可能因素，一為朗誦錄音檔，學生可能聽不習慣，其二為當學生聆聽文本，會覺得是在考試，自然集中精神聆聽內容，但當老師進行教學時，學生就會出現選擇性聆聽的情形，因此成效只是略為提升。筆者因而推斷，要使學生聆聽方面的注意力能集中，仍是要引起他們的學習興趣，才是治本之道。

關鍵字

寫重點策略 ； 聆聽能力 ； 行動研究 ； 聆聽教學

並列摘要

This study was designed to investigate ＂to write the focus of the teaching strategies to enhance listening skills＂ course in the implementation of fifth-grade class in Mandarin. Author Changhua County Happy small country (a pseudonym) five students for the study, research operations listening teaching. Because had 103 in September to the first semester of third grade students performed this study found that the text was too difficult, so ineffective, and after the discussion of scholars and experts in related fields, this semester of fifth-grade students then research , hoping to use appropriate teaching strategies to improve students' listening skills and written research reports. After the implementation of the action pedagogy found writing focused strategy fifth grade students to listen to affect the ability of a slight improvement, the author of the student questionnaire statistics, inferences which may be factors, one for the recitation audio files, students may listen accustomed to, and the second When students listen to the text, I think it will be in the exam, naturally concentrate on listening to the content, but when the teacher teaching, the student will be selective listening situations, so only a slight increase effectiveness. I therefore conclude that enable students to hear aspects of attention can focus still is to arouse their interest in learning, is the root of the problem.

並列關鍵字

writing focused strategy ； listening skills ； action research ； listening teaching