運用交互教學法於國中八年級國文閱讀理解補救教學之行動研究

本研究是一個國中國文教師在補救教學的課程中突破傳統窠臼，運用交互教學法提昇學習低成就者閱讀理解能力的歷程，並藉由此歷程分析學習低成就者在學習交互教學法過程中的種種表現意義。研究者即為補救教學老師，故本研究採行動研究，以研究者任教之宜蘭縣某國中八年級經篩選測驗結果確認為國文學習低成就者共10位為研究對象。研究者使用「訪談單」了解學生起始行為，設定學習目標；利用「教學日誌」、「課堂學習單」、「學習心得回饋單」、「課堂錄影」、「課室觀察紀錄」等研究工具紀錄、歸納、分析學生學習情況；利用「PISA閱讀測驗題目」做前後測，檢視學生學習成果。研究發現：以互教學法之閱讀策略進行國文科補救教學之教學設計受到學生喜愛，並改變學生閱讀習慣。研究結論有三，冀能作為國中國文教師專業發展參考：一、交互教學法能幫助學習低成就者運用策略進行閱讀理解，增進學生閱讀理解能力。二、學生最喜歡的是預測策略、覺得最困難的是摘要策略、認為最常使用的是提問策略。三、對話模式、學習責任逐步轉移、運用分組模式討論方式等能讓學習低成就者循序漸進的學習，並且學得有自信；同時課堂氣氛變得活絡、師生互動次數增加。

關鍵字

交互教學法；補救教學；閱讀理解

並列摘要

This is a study of a Chinese subject teacher breaking through the traditional stereotypes in the course of remedial instruction by using reciprocal teaching to improve the reading comprehension ability of low level learning achievers, and to analyze their performance during this reciprocal teaching method. The researcher is a remedial instruction teacher. Therefore, this research adopts action research, taking as the research object a total of 10 students who are recognized as low level achievers in Chinese language learning through screening test results of the eighth grade of a middle school in Yi-lan County where the researcher teaches. The researcher uses "Interview Sheets" to understand students' initial behaviors to set learning goals; uses "Teaching Logs", "Classroom Learning Sheets", "Learning Experience Feedback Sheets", "Classroom Recordings", "Classroom Observation Records" as research tools to record, conclude and analyze students' learning situation; and uses "PISA Reading Test Questions" as pretest and posttest to examine students' learning achievements. The study shows that the teaching design of remedial instruction of Chinese Subject by using reciprocal teaching as a reading strategy is favored by students and changes the reading habits of students. There are three conclusions, which can be used as a reference for the professional development of Chinese teachers in middle schools: 1. The reciprocal teaching method can help the low level learning achievers to use strategies for reading comprehension and improve students' reading comprehension ability. 2. What students like the most is the prediction strategy; the most difficult one is the summary strategy; and the most commonly used is the questioning strategy. 3. The dialogue mode, the gradual transfer of learning responsibilities, and the use of group mode discussions can enable low level learning achievers to learn step by step with confidence; at the same time, the classroom atmosphere becomes lively and the number of teacher-student interactions increases.