教師對數學數位閱讀素養文本輔助國小高年級學童閱讀動機、理解與溝通互動之探討

The Elementary School Teachers' Considerations of Mathematics Digital Reading Literacy Texts on Reading Motivation, Reading Comprehension, and Communicative Interaction for High Grade Students of Elementary School

陳新豐(Shin-Feng Chen)

《屏東大學學報-教育類》 3期 (2019/04) Pp. 73-110

摘要

本研究關注國小教師對於運用數學數位閱讀文本實施國小高年級學童數位閱讀活動的實務看法，探討數學數位閱讀文本，對國小高年級學童閱讀動機、閱讀理解與溝通互動等教學應用中，數位閱讀文本的輔助效益與使用態度。研究者運用觀察與訪談蒐集相關資料，分析國小敎學場域的數學數位閱讀敎學應用活動所呈現之數學閱讀成效，描繪數學數位閱讀文本對於國小高年級學童閱讀能力發展的敎學價值。研究結果指出國小教師認同數學數位閱讀文本對於國小高年級學童在悅趣學習、閱讀認知發展歷程在此敎學情境中所展現的數學語言互動之價值，藉由豐富且適性的國小高年級學童數位媒體閱讀學習情境，促進學童數學的概念知識與數學閱讀能力，並增進師生與國小高年級學童同儕之間的語文溝通和互動能力。最後，研究者針對研究結果進行討論，以爲學術社群與國民教育相關單位建構數學數位閱讀教學論述和國小教師專業發展革新策略之參考。

關鍵字

數學數位閱讀 ； 閱讀動機 ； 閱讀理解 ； 溝通互動 ； 國小高年級學童

並列摘要

This study focuses on the elementary school teachers' thoughts about practices for applied mathematics digital texts in reading activities for high grade elementary school students, understanding the assisting values and using practices about the applications of mathematics digital reading texts integrated into elementary school students reading development in mathematics reading activities of reading motivation, reading comprehension, and communicative interaction. The researcher employs observation and interview to deal with high grade elementary school students' educational field of mathematics digital reading texts assisted reading instructions, and indicates the assisting values of the development of reading comprehension of high grade elementary school students by digital mathematics reading texts. The results indicate that elementary school teachers agree the values of applied mathematics digital reading texts on the dimensions of digital reading learning, reading cognition, and reading interactions for elementary school students. With the construction of friendly and appropriate digital reading learning situations by mathematics digital reading texts, teachers can enlighten elementary school students' emergent literacy and mathematics digital reading comprehension, and improve reading communication and interaction between teacher-student and elementary school students. Finally, the researcher provides the understanding of academic research community and digital mathematics education relevant authorities to construct applied mathematics digital reading texts in digital reading instructions for elementary school students and develop mathematics digital reading educational professional innovative strategies as the choice of reference.

並列關鍵字

Communicative Interaction ； Elementary School Students ； Mathematics Digital Reading ； Reading Comprehension ； Reading Motivation