運用推論策略教學對國小二年級學童在閱讀動機及閱讀理解能力之影響

The Effects of Inferential Strategy Instruction on Second Graders’ Reading Motivation and Comprehension Ability

陳韻因(Yun-Yin Chen)

指導教授 ： 鄭宜佳

淡江大學/教育學院/教育科技學系數位學習碩士在職專班/碩士(2020年)

https://doi.org/10.6846/TKU.2020.00731

摘要

本研究旨在探討運用推論策略教學對國小二年級學生在閱讀動機及閱讀理解能力的影響。研究採不等組前後測準實驗設計，以苗栗縣某國小二年級兩班共55位學生為研究對象。實驗組接受推論策略教學，控制組則採一般閱讀教學，進行八週，每週二節的實驗教學。兩組學生於實驗教學前後分別以「閱讀動機問卷」及「閱讀理解測驗」進行施測。資料處理以獨立樣本t檢定比較兩組在閱讀動機及閱讀理解能力之差異情形。

根據結果，本研究主要結論如下：
一、 推論策略教學有助於提升二年級學童之閱讀動機。
二、 推論策略教學有助於提升二年級學童之閱讀理解能力。
三、 推論策略教學對於二年級學童推論能力之提升未達顯著差異。

關鍵字

推論策略 ； 閱讀動機 ； 閱讀理解能力

並列摘要

The purpose of this study was to explore the effects of inferential strategy instruction on second graders’ reading motivation and comprehension ability. The research study used quasi-experimental research methods of nonequivalent pretest-posttest control group design. The participants included 55 2nd-grade elementary students from two classes in Miaoli. The students in the experimental group were taught to use inferential strategy for a period of eight weeks, two classes per week, while those in the control group did not receive any experimental treatment. Research tools included “Reading Motivation Questionnaire” and “Reading Comprehension Test”. Before and after the experiment, the students were tested. The pre-test and post-test scores were collected and analyzed by using t-tests to compare the differences between students’ reading motivation and reading comprehension ability.

Results indicated as follows:
1.Using inferential strategy instruction could improve reading motivation of second graders.
2.Using inferential strategy instruction could enhance reading comprehension of second graders.
3.Inferential strategy instruction showed no significant difference in enhancing second graders’ inferential ability.

並列關鍵字

inferential strategy ； reading motivation ； reading comprehension ability

參考文獻

一、中文部分

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