興趣驅動之提問式主題閱讀模式發展與評估

Development and Evaluation of Interest-driven Theme-based Enquiry Reading Model

廖長彥(Calvin C. Y. LIAO) ； 張菀真(Wan-Chen CHANG) ； 陳秉成(Bing-Cheng CHEN) ； 陳德懷(Tak-Wai CHAN)

《教育學報》 44卷2期 (2016/12) Pp. 1-25

摘要

本研究提出興趣驅動之「提問式主題」模式，結合K-W-L模式與閱讀理解策略。此模式分為「探奇」、「述感」與「思辨」三階段。我們基於此模式發展平台，並在教育現場實踐，進行一學期的活動，包括知識性與非知識性主題活動共四次，共有國小四年級109名學生參與；透過平台收集學生的想法與寫作成品，並實施閱讀理解測驗前、後測。結果顯示：（1）非知識性主題較知識性主題引發學生更多想法，但知識性主題能促使學生產生更多關於主題內容的想法；（2）此模式對高、中、低能力學生的閱讀理解皆有所助益；（3）在模式中，閱讀理解、產生想法與寫作表現三者呈高度正相關。而知識性主題對高能力學生產生想法與寫作字數有幫助。本研究亦針對此模式、後續工作提出建議。

關鍵字

興趣驅動閱讀 ； 主題閱讀 ； 閱讀理解策略 ； K-W-L

並列摘要

This study proposed an interest-driven theme-based enquiry reading model which incorporated K-W-L model and reading comprehension strategies. In this model, students could read and acquire knowledge from several articles related to the same theme but with different disciplines. This model consisted of three stages: triggering interest in reading theme-based articles, immersing interest via group discussion, and extending interest by new topic exploration. The participants were 109 Grade 4 students. Results showed that: (a) students generated more ideas in triggering stage than in immersing stage; (b) students generated more ideas for articles with knowledgeable theme than those without; (c) regardless of articles with or without knowledgeable theme, students of different reading ability (high, medium, low) also generated less ideas in immersing stage than in triggering stage. Finally, the effect of this model on reading, discussion, writing, and deep learning was discussed.

並列關鍵字

interest-driven reading ； theme-based reading ； reading comprehension strategy ； K-W-L