自我提問結合互評提升七年級英文閱讀成效之研究

閱讀是一切學習活動的基礎，也是終身學習的一環。為了提高學習效率，促使學生有效地閱讀學習，則需由閱讀著手，而閱讀的最終目的在於掌握文章意義，並從文章中獲得訊息。自我提問是促進閱讀理解的重要策略之一。在本研究中，研究者以自編閱讀學習單運用自我提問策略並加入同儕互評策略，期能檢視學習者透過閱讀活動之練習，套用Raphael問題類型，經由同儕互評融入於課程中，以提高閱讀文本之興趣並提升學習動機，並藉由同儕間之互動刺激深度思考，激發正向學習動力。本研究採準實驗設計，以之兩班七年級學生作為研究對象，在實驗課程開始之前先施予全民英檢前測，再分別以「自我提問結合互評」和「傳統講述教學」進行教學，待課程結束後，再施以另一份全民英檢做為後測，以前後測結果進行單因子共變數分析，判斷閱讀理解能力有否顯著提升，並於實驗後進行訪談，瞭解學生之學習感受。依實驗結果，歸納以下結論：一、實施提問結合互評後，實驗組與對照組學生之英語閱讀理解能力無顯著差異。二、在實施提問結合互評後，實驗組學生的提問問題類型有改變。三、在實施提問結合互評後，實驗組學生對提問和互評持正面看法，並認為對閱讀理解有幫助。

關鍵字

自我提問；同儕互評；英語閱讀

並列摘要

Abstract: The purpose of this study was to explore the effects of self-questioning and peer assessment on English reading comprehension. Also, the study intended to understand students’ opinions and feelings when the four different types of questions of question-answer relationship strategy were introduced in reading. A experimentl of pretest-posttest design was conducted in this study. Thirty-five seventh grade students of two classes participated in this study. One of the classes was designed as the experimental group, and the other the control group. Both groups received four-week reading classes utilizing self-questioning strategy and peer assessment. After the instruction, quantitative data were collected via pre- and posttests of English reading comprehension tests. Participants’ responses in the interviews were also collected and interpreted in the thematic method. The results of this study were as follows： 1. After the instruction utilizing self-questioning and peer assessment, quantitative data of English reading comprehension from the two classes showed no significant differences. 2. After the instruction utilizing self-questioning and peer assessment, students with different proficiency levels intended to make progress in choosing the types of the questions, from low level to high level. 3. Participants’ attitude toward reading in English utilizing self-questioning and peer assessment is very positive, expressing the strategies help them better comprehend English storys in class, which activate their own experiences with the main characters of each story as well as promote them to read with interest and confidence.