PIRLS閱讀理解層次運用於小說文本提問與混齡教學示例－以〈最後一片葉子〉為例

PIRLS reading comprehension levels are used in putting questions to novelette text and mixed-age teaching examples-Take ＂The Last Leaf＂ as an example

魏勝賢(Wei, Sheng-Hsien)

《語教新視野》 12期 (2021/09) Pp. 18-55

https://doi.org/10.6751/NVLA.202109_(12).02

摘要

本研究依據PIRLS閱讀理解四層次為架構，以〈最後一片葉子〉為示例，進行提問設計與教學，試以小說元素結合閱讀理解層次互為交織的提問設計，用於混齡教學中提高學生參與學習的意願及多層次的思考與探究。本研究發現實施後，教師於課堂中適時拋出不同層次的提問，確實可以引起學生學習的意願。學生在課堂參與，包括：主動討論、舉手發表的意願提高了；提問回答的正確程度更為準確，期望本研究的成果可以提供未來教學時之參考。

關鍵字

PIRLS閱讀理解層次 ； 小說 ； 提問 ； 混齡教學

並列摘要

The paper applies for the four-level questioning strategies of PIRLS to design the teaching for comprehension of ＂The Last Leaf＂ (O. Henry,1905). The author combines the elements of narration with the features of questioning strategies to run the reading class in mixing aged groups. The purpose of teaching is not only to help students to promote multiple thinking, but also to Increase the effectiveness in reading learning. The data show children in mixing aged groups are drove by the four-level questions, which proposed by teacher, and students like to involve themselves into discussion, and show more interactions and positive outcomes in reading class.literacy teaching view have distinctive characteristics of the times, but each has its own advantages and disadvantages. Chinese teachers should flexibly choose different teaching concepts of Chinese character literacy to guide students to learn Chinese characters.

並列關鍵字

Reading Comprehension questioning strategies of PIRLS ； novelette ； put question ； mixed-age teaching