應用KWHHL閱讀教學策略對於國小三年級學生科學閱讀理解能力及閱讀表現之影響

知識的基礎來自於閱讀，在學校的現行教育中也會加入閱讀，然而現行國小閱讀課程大多以國語文為主體，自然科學的閱讀量卻是普遍缺乏的，本研究採取 KWHHL 策略將閱讀過程分為 K（what do you Know）、W（what do you Want to know）、H（hard words are words that confuse）、H（heart words tell us what you feel）、L（what have you learned）五個步驟，探討 KWHHL 策略教學是否能幫助學生在科普閱讀時有效提升「閱讀歷程」，也就是閱讀理解的能力。本研究採用行動研究法進行研究，以國小三年級 24 位學童為研究對象，實施兩個循環，教學時間共計八節課。在第一輪的行動研究過程中觀察到學童的學習問題包含：學習動機低落、因先備知識不足導致回應重複性高、學生不了解提問方式而未積極投入教學活動、未能意識到在科學閱讀中討論的重要性、高度模仿教學者的回答。研究者在執行方案、觀察學生反應、修正方案的循環過程中修正教學方案。第二輪的行動研究過程中，學童除了在課堂的發言更為踴躍外，也較願意與同儕討論與分享，討論時也更能利用不同的筆記方法；教學的過程及後續的學生訪談中，多數學童表示KWHHL課程雖然很累，但他們較願意與同儕討論及分享成果，且閱讀理解測驗後測及閱讀表現量表後測均達到顯著差異，表示KWHHL策略教學能有效提升學童對於科學閱讀理解能力及科學閱讀表現；另在本研究最後提出教學與研究建議以供後續相關研究作為參考。

關鍵字

KWHHL策略；科學閱讀；閱讀表現；行動研究

並列摘要

The basis of knowledge comes from reading, and reading is also included in school education. However, most current reading courses in elementary schools are mainly in Mandarin Chinese, but reading in the Natural Sciences is generally lacking. This study adopted the KWHHL strategy to divide the reading process into K (what do you Know), W (what do you Want to know), H (hard words are words that confuse), H (heart words tell us what you feel), and L (what have you learned). In order to investigate whether KWHHL strategies can help students improve their "reading process" in science reading, that is, reading comprehension. The research method was action research, and the subjects were 24 students in the third grade of elementary school. The problems observed during the first round of the study included: low motivation to learn, high repetitiveness of responses due to insufficient prior knowledge, lack of active engagement in teaching activities due to lack of understanding of questioning methods, lack of awareness of the importance of discussion in science reading, and high imitation of the instructor's responses. In the second round of the study, the students were more willing to discuss and share with their classmates, and they were more able to use different note-taking methods during the discussion. During the teaching process and interviews, most of the students said that although the KWHHL course was tiring, they were more willing to discuss and share the results with their classmates. The significant differences in reading comprehension tests and reading performance scales indicated that KWHHL strategies effectively improved students' reading comprehension and performance in science reading. In addition, this study proposes teaching and research recommendations for future related research