以英語閱讀理解策略提升國中學生系統思考與解決問題素養之行動研究

An Action Research of Using English Reading Comprehension Strategies to Improve Junior High School Students’ System Thinking and Problem-Solving Literacy

黃瑞凌(Jui-Ling Huang)

指導教授 ： 袁媛 ； 呂妍慧

中原大學/人文與教育學院/教育研究所/碩士(2018年)

https://doi.org/10.6840/cycu201800364

摘要

本研究旨在探討運用英語閱讀理解策略提升國中學生系統思考與解決問題素養之實施歷程與影響。研究者以國中八年級學生共28名為研究對象，採用三循環之行動研究，一循環6節課，共18節的英語閱讀理解策略教學。透過學生晤談紀錄、學生閱讀學習單、教學觀察表、省思札記等資料的蒐集並分析學生能力表現，所獲得之研究結果顯示如下：
一、運用分層化教學設計能改善學生英語能力不足阻礙系統思考的狀況。
二、考量學生的生活經驗選取主題能促進系統思考之關聯性的建立。
三、英語閱讀理解策略教學之歷程依以下順序進行：「先由教師說明及示範策略，再讓學生練習及討論，最後由教師總結」能建立學生完整的概念。
四、程度好的學生能自主思考；程度落後的學生則需要他人協助以進行系統思考，而搭配多元評量和分層式學習單設計能促進所有學生思考。
五、學生經過行動歷程對於問題解決歷程具備完整概念。
六、研究者學習到多元課程設計能力。
七、研究者增進了系統思考與解決問題素養。

關鍵字

閱讀理解策略 ； 系統思考與解決問題 ； 行動研究

並列摘要

The purpose of the study aims to explore the effect of implementing English reading comprehension strategies to improve junior high school students’ system thinking and problem-solving literacy. The study objects were 28 eighth-graders in junior high school. Three- cycle action research was used in this study. The Engish reading comprehension strategies instruction contains six classes in each cycle and 18 classes in total. The researcher collected data through interviewing students, evaluating students’ reading worksheets, observing the students’ reaction, and reflect the teaching process to analyze the students’ performance. The major findings of this study are summarized as follow:
1.Designing worksheets differentiated by students’ learning levels can improve the situation that students’ lack of English ability hinders their system thinking.
2.Selecting themes based on students’ life experience can promote the establishment of connections of system thinking.
3.The process of the English reading comprehension strategies instruction can be implemented by this order: First, teacher introduce the strategies and demonstrate how to use them. Then, students practice the strategies and discuss with their classmates in their groups. Finally, teacher concludes the points of using the strategies. By doing so, students can have a whole picture about those comprehension strategies.
4.The advanced students can think independently; while, the low-performing students need other’s help. However, by using multiple assessment and designing differentiated worksheet, teacher can promote the thinking of all students.
5.Through the courses of the action research, the students have a complete concept of problem-solving process.
6.The researcher enhances the ability to design multiple courses.
7.The researcher improves system thinking and problem-solving literacy.

並列關鍵字

reading comprehension strategies ； system thinking and problem-solving ； action research

參考文獻

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