故事結構法對國小一年級學童國語文領域學習成效之行動研究

An Action Research on Story Structure Method in Learning Effectiveness of Mandarin Learning Area for Elementary School First Graders

蔡依潔(TSAI YI-CHIEH)

指導教授 ： 湯志民

國立政治大學/教育學院/教育學系/碩士(2020年)

https://doi.org/10.6814/NCCU202100039

摘要

本研究之目的在於探究故事結構教學對國小一年級學生國語文領域學習成效之行動研究，欲解決研究者在教學現場所發現的問題，採用行動研究法進行研究。研究參與者為國小一年級之學生。研究者以課文故事內容為媒介對國小一年級學童進行故事結構教學，實施過程中整理學生故事花學習單、故事結構學習成效評量表、上課錄音檔、教學省思紀錄、國語文領域紙筆測驗卷等進行資料分析，從中探究分析國小一年級學童國語文領域學習成效之改變，並藉由行動研究的歷程，提升了研究者的教學專業成長。所得研究結果如下：
一、故事結構法能夠增加國小一年級學生上課參與度、專注力及對故事文本的理解力。
二、故事結構法策略融入國語文領域學習，國小一年級學生知識部分得分最高，其次是應用，最低的是態度。
三、故事結構教學能促進國小一年級學生國語文領域上課表現。
四、運用故事結構教學有助於提升教師專業發展。
最後，研究者根據研究結果加以討論，並提出建議，以作為教學者、學校行政及未來研究參考。

關鍵字

故事結構法 ； 學習成效 ； 行動研究

並列摘要

The purpose of this research is to explore the action research on story structure method in learning effectiveness of Chinese learning area for elementary school first graders, and to solve the problems found by the researcher in the teaching field. Using the action research method, the study participants are first-grade students in elementary school. The researcher uses the content of the text stories as the medium to teach first-grade students in elementary school. During the implementation process, the researcher organizes the student story flower learning sheet, the story structure learning assessment form, the class recording file, the teaching reflection record, and Chinese assessment test, to explore and analyze the changes in the learning effectiveness of Chinese learning area. Through the process of action research, the researcher's teaching professional growth has been improved.
The research results obtained are as follows:
1.The story structure method can increase the participation, concentration and comprehension for elementary school first graders.
2.Through using the strategy of story structure method in the field of Chinese learning area, the first grade students of elementary school score the highest in the knowledge part, followed by application, and the lowest is attitude.
3.Story structure teaching can promote class performance of the elementary school first graders in the field of Chinese learning area.
4.The use of story structure teaching helps to improve the professional development of teachers.
Finally, the researcher discusses and makes suggestions based on the research results for reference for teachers, school administration and future research.

並列關鍵字

Story structure method ； Learning effectiveness ； Action research

參考文獻

王心怡（2006）。故事結構教學對國小閱讀障礙兒童閱讀理解教學成效之研究 （未出版之碩士論文）。國立臺南大學，臺南市。

王如哲（2010）。解析「學生學習成效」。評鑑雙月刊，27，62。

王瓊珠（2010）。故事結構教學與分享閱讀（第二版）。臺北市：心理。

王瓊滿（2011）。 故事結構教學對國小二年級低閱讀能力學生閱讀理解與閱讀動機之影響（未出版碩士論文）。國立臺中教育大學，臺中市。

王秀卿（2012）。故事結構問題提問教學對國小低年級學童閱讀理解之行動研究（未出版之碩士論文）。國立屏東大學，屏東縣。