運用交流式策略教學法在閱讀教學之研究-以國小四年級閱讀低成就學生為例

本研究旨在探討交流式策略教學法之實施歷程及學生閱讀理解之效果。以七位國小四年級閱讀低成就學生為研究對象，並以行動研究方式實施三個循環的閱讀教學課程，進行十七週共三十四節課。經由錄影、訪談、協同教師觀課記錄、議課記錄、教師省思札記、學生作品、個別閱讀會談記錄、閱讀理解前後測等多元方法進行資料蒐集與分析，以及透過計畫、行動、觀察、反省的循環歷程，提出研究結果且獲致以下結論：壹、交流式策略教學法之實施歷程一、實施交流式策略教學要長期進行二、學生熟練多理解策略的應用有助內化策略的應用三、鼓勵學生表達應用理解策略的思維歷程四、鼓勵學生閱讀時保持積極的態度五、逐漸撤除鷹架有助提升學生理解監控的能力貳、學生閱讀理解之效果一、閱讀低成就學生閱讀時能應用理解策略二、交流式策略教學法能提升閱讀低成就學生之閱讀理解能力參、教學者透過行動研究與省思而獲得專業成長最後，根據本行動研究的歷程與研究結論，分別對教學者與未來研究者兩方面提出建議。

關鍵字

交流式策略教學法；閱讀理解教學；閱讀理解策略

並列摘要

This study aims to explore the process of implementing the teaching method of interactive strategy and the effect of students’ reading comprehension, studying seven reading low-achievement students in the fourth grade by conducting a three-cycle reading course for 17 weeks (a total of 34 sessions) in the form of action research. The data collection and analysis was conducted by multiple methods, such as video recording, interviews, observation records of collaborative teachers, lecture records, teachers’ thoughts, students’ works, individual reading interview records, and pre-test post-test of reading comprehension, through the cycle of planning, action, observation, and reflection. The research reached the following conclusions: First, the implementation process of the Transactional Strategies Instruction: 1. Implementing Transactional Strategies Instruction should be carried out for a long time. 2. Students' proficiency in understanding the application of strategies can help the application of internalization strategies. 3. Encourage students to express the thinking process of application understanding strategies. 4. Encourage students to maintain a positive attitude in reading. 5. Gradually removing the scaffold helps improve students' ability to understand surveillance. Second, the effect of students' reading comprehension. 1. Students of reading low-achievement can apply comprehension strategies to read. 2. Transactional Strategies Instruction can improve reading comprehension ability of reading low-achievement students. Third, the teacher gains professional growth through action research and reflection. Finally, based on the history of the study and the conclusions of the study, recommendations are made to both the educator and the future researcher.