運用多層次提問策略提升國小三年級學童閱讀理解能力之行動研究

An Action Research on Utilizing Multi-level Question Answering Strategies to Improve the Reading Comprehension of Third Grade Student

廖念生(Nien-Sheng Liao)

指導教授 ： 詹惠雪

國立清華大學/竹師教育學院/教育與學習科技學系/碩士(2017年)

摘要

運用多層次提問策略提升國小三年級學童閱讀理解能力之行動研究
摘要
本研究旨在運用多層次提問策略的閱讀教學，採行動研究法。研究者運用多層次提問策略設計三個循環階段的閱讀課程，在新竹市快樂國小三年溫馨班進行教學，實際教學歷程自105年9月至12月，共計10週。研究過程中以教室觀察、文件蒐集、教學省思札記、學生作品、學生訪談紀錄等質性資料，輔以中文閱讀理解測驗、學生回饋問卷等量化資料之綜合分析，最後綜合歸納之研究結論如下：
一、以國語課文為多層次提問策略教學的素材具可行性，但教師需補充有討論性的文本，才能提升高層次閱讀理解能力。
二、依三年級學生學習狀況將提問簡化為事實、推論、評論三層次，分類簡明易懂，有利學生理解，融入具體的提問策略有效提升學習效益。
三、在課程實踐上採螺旋式教學，學習歷程中透過題幹整理和文章架構圖搭建學習鷹架，讓學生逐步學會不同層次的提問。
四、多層次提問策略的實施採漸釋放學習責任方式，漸次培養學生獨立自問自答的能力。
五、教師宜依任務難易度靈活的運用彈性分組模式進行小組討論，適性安排適合的學習任務提高學生學習動力。
六、運用多層次提問策略於閱讀教學中能提升全班學生的閱讀理解能力，其中低分組和中分組學生進步顯著；在閱讀層面整體學生以「了解基本事實」、「比較分析」層次進步最多，低分組學生在「了解基本事實」、「推論」、「比較分析」等層面進步顯著。
七、學生對運用多層次提問策略教學實施閱讀教學抱持正向的態度。
八、多層次提問策略教學精進了研究者規劃、設計課程的能力，在課程設計時即考量學生的認知發展調整適合的學習活動結合各種閱讀理解策略運用。
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、未來研究者、學校行政及縣市輔導團之參考。
關鍵字：多層次提問策略教學、閱讀理解能力、行動研究

關鍵字

多層次提問策略教學 ； 閱讀理解能力 ； 行動研究

並列摘要

An Action Research on Utilizing Multi-level Question Answering Strategies to Improve the Reading Comprehension of Third Grade Students
Abstract
The purpose of this research is to conduct an action research on the using of multi-level question answering strategy (MQAS) reading teaching methods. The researcher designed a three-cycle-stage reading course using MQAS and conducted teaching in the third grade class of Wenxin at Happy Elementary School, Hsinchu City. The whole teaching process lasted for 10 weeks starting from September to December 2016. During the research process, qualitative data including classroom observation, document collection, teaching reflection journal, students’ work, records on interviewing students and others, along with quantitative data such as Chinese reading comprehension tests, student feedback questionnaires and others were used to conduct comprehensive analysis. The major findings of this research are as follows:
1.Although it is feasible to utilize MQAS teaching materials in Chinese teaching texts, teachers need to add discussible texts to enhance high-level reading comprehension.
2.According to the learning status of third grade students, the questions were simplified into the three layers of fact, deduction and comment. This classification is simple and easy to understand, which is conducive to the students’ comprehension and mix concrete MQAS to enhance the learning efficiency.
3.Spiral teaching was implemented in the curriculum, in which scaffolding teaching was established during the learning process through sorting out questions and the constructive plans of articles in order to allow students to gradually learn how to ask questions with different layers.
4.The implementation of MQAS is conducted with gradual release of responsibility in order to nurture the students independent ability to answer their own questions gradually.
5.Teachers should use flexible grouping to conduct group discussion according to the difficulty of the mission and adaptively arrange appropriate learning missions to improve the students’ learning motivation.
6.By using MQAS in reading teachings, it can enhance the reading comprehension of students from the whole class and those with low and medium marks showed significant improvement. Regarding reading levels, all students showed the largest improvement on the layers of “understanding basic facts” and “comparative analysis” while students with low marks showed significant improvement on “understanding basic facts”, “deduction” and “comparative analysis”.
7.Students have positive attitudes towards conducting reading teaching with MQAS methods.
8.The action research process of MQAS teaching can encourage teachers to reflect on their teaching methods and help them to improve professionally.when the researcher designed the curriculum,meanwhile,the researcher considered the students’ cognizance development to adjust suitable leaning activities in order to connect with the reading comprehension strategies.
Finally, the researcher discussed the research findings and proposed suggestion for teachers, future researchers, school administrators and local education advisory groups to use as a reference.

Keywords: Multi-level question answering strategy teaching, reading comprehension, action research

並列關鍵字

Multi-level question answering strategy teaching ； reading comprehension ； action research

參考文獻

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