運用自我提問策略於國中生英語閱讀理解和批判性思考能力之成效影響

The Effects of Self-Questioning Strategy on Improving Junior High Students’ English Reading Comprehension and Critical Thinking Skills

賴禹竹(Yu-Chu Lai)

指導教授 ： 吳昱鋒

中原大學/人文與教育學院/教育研究所/碩士(2019年)

https://doi.org/10.6840/cycu201900340

摘要

十二年國教課程綱要所強調的素養導向，十分重視學生的閱讀素養，和擁有批判性思維解決問題的能力。英語做為國際上的重要語言，更被強調要能作為學生瞭解世界、瞭解全球各項資訊議題並予以吸收思考的重要工具。因此，本研究旨在探討運用「自我提問策略」教學後，對於國中生在自我提問品質、英語閱讀理解表現和批判性思考能力三方面的成效影響。本研究為準實驗設計，研究對象為國中九年級兩個班級學生，實驗組接受自我提問策略的閱讀教學，控制組則採取教師提問。研究結果發現，實驗組在自我提問品質後測表現顯著優於控制組，追蹤後測上則無顯著差異；在閱讀理解表現上，實驗組和控制組於後測並無顯著差異，但在追蹤後測上實驗組優於控制組；在批判性思考能力上，實驗組和控制組於後測及追蹤後測表現上皆無顯著差異。透過相關分析，則發現，接受「自我提問策略」教學的實驗組，其批判思考能力和提問品質以及和閱讀理解能力皆呈正相關，閱讀理解能力也與提問品質呈中、高度相關。根據上述研究結果，本研究可供未來進行「自我提問策略」的研究或教學，給予啟示和建議。

關鍵字

自我提問策略 ； 閱讀理解 ； 批判性思考

並列摘要

Directions Governing for the 12-Year Basic Education Curricular put emphasis on the students’ reading literacy and the ability to think critically to solve problems. As an international language, English is also viewed as an important tool to connect the world and reflect on the global issues. Therefore, the study tries to explore the impact of “self-questioning strategy” on junior high students’ quality of self-questioning, English reading comprehension, and critical thinking skills. Two classes of ninth-graders took part in this quasi-experimental study: the experimental group learned to read by self-questioning strategy while the control group learned by questions asked by the teacher. The results show that the experimental group get significantly better performance than the control group on the quality of self-questioning post-test, but no significant difference on the delayed post-test. As for reading comprehension, though there’s no significant difference on post-test, the experimental group performs much better on the delayed post-test. Unfortunately, there’s no significant difference between two groups on either post-test or delayed post-test of critical thinking skills. On the further relevant analysis, in the experimental group (the self-questioning strategy group), positive correlation is found between critical thinking skills and the quality of self-questioning, and between critical skills and reading comprehension. Furthermore, reading comprehension is also found moderately or highly correlated to the quality of self-questioning. Based on the results, the implication and advices are given for the future study or teaching of “self-questioning strategy”.

並列關鍵字

self-questioning strategy ； reading comprehension ； critical thinking

參考文獻

吳瑞源、吳慧敏（2008）。動畫教材之學習者控制播放模式與多媒體組合形式對學習成效與學習時間影響之研究。師大學報：科學教育類，53(1)，1-26。

參考文獻

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