文學圈閱讀理解課程運用於國小混齡教學之研究

近年來各級學校強調閱讀理解策略之運用，本研究以文學圈應用於國小閱讀教學，期能提升學生的閱讀態度並提升閱讀理解能力。「文學圈」提供學生多元的閱讀學習策略，在混齡小組合作學習中，培養學生自主學習，達到閱讀理解的目的。本研究以南投縣一所偏鄉小學6位中高年級混齡小組學生為研究對象，運用文學圈閱讀理解課程混齡教學。為探究學童參之閱讀態度與閱讀理解之成效。進而探討將文學圈運用於國小混齡教學可能面臨的困境與解決途徑，得到以下結論：一、文學圈使學童閱讀理解策略的運用技巧更精熟；學生將學到的閱讀較巧運用在國語文本或課外閱讀上，也更習慣於與同學分享閱讀心得。另外混齡教學中的學童有較多的互助行為。二、參與文學圈提升學童閱讀理解能力，尤其以提問、心智圖與摘要等任務對學童閱讀理解有實質的幫助。文學圈運用於國小混齡教學，拉近了文本之難易間閱讀理解上的差異。最後，本研究對課程與教學設計、個案篩選及未來研究等方面提出以下建議：一、規範文學圈閱讀篇目的文體類別，增加閱讀深度與廣度，任務角色以對文本閱讀理解較有直接相關的為主，讓成員精熟各種角色任務。二、研究個案之選取，以閱讀理解能力測驗前測為篩選參考，以閱讀能力中上者或以低閱讀理解能力之學童為研究對象參與文學圈。另外在偏鄉小學，選擇以四五六年級為對象組成文學圈實施混齡教學。三、文學圈實施每次以一小時至二節課，安排前半段自學完成任務，後半段進行文學圈，或將將文學圈運用於其他領域學習之研究，了解其實施成效。

關鍵字

混齡教育；文學圈；閱讀理解

並列摘要

Recently, the schools at all levels pay much attention to the strategy of reading comprehension. In this study, literature circle was applied to the instruction in reading in the elementary school. Hope that children may change their reading attitudes and improve their reading comprehension abilities. “Literature Circle” plays a facilitating roles. This model polishes the teaching methods in reading for the teacher and provides diverse learning strategies for the students. In order to achieve the purpose of reading in deep, bring them up by autonomous learning in the mixed-age groups of cooperative learning. In this study, six mixed-age students in Nantou County were taken for the study objects and applied the literature circle reading courses. The main purpose was to explore the reading attitudes and reading comprehension effectiveness of those students who participated in “Literature Circle”; furthermore, to explore the difficulties and the solutions which the teacher might face when “Literature Circle” was applied into the mixed-age students. The conclusions of this research are as the following: First, the students who took part in Literature Circle were able to make better use of the reading comprehension strategies; and the students would learn how to make good use of the reading skills in Chinese books and extracurricular reading. They liked the way in Literature Circle and also got accustomed to sharing the reading experiences with others. The students had more mutual behaviors when teaching in the mixed-age. The effects on the efficiency of the students’ reading comprehension are: First, participating in Literature Circle increased the students reading comprehension abilities; asking questions, mind mapping and summary tasks had essencial help for students in reading comprehension. Using Literature Circle in mixed-age in the elementary school has minified the difference of the knowledge in reading comprehension abilities. Here are some recommendations for curriculum and instructional designing, case selecting and future researching as the followings: First, in order to deepen and widen in reading comprehension, the categories of the reading contents in Literature Circle has to be sepecified, and the diversity of the books for the students has to be increased. The roles of Literature Circle mainly focused on the leadership, mind mapping, linking and summary. Those roles were directly related to the reading comprehension. Second, before selecting a study case, the pre-test of reading comprehension would be a reference. The study objects in Literature Circle should be the students who have middle level in reading ability or a lower reading comprehension ability to take part in Lirterature Circle. The recommendations for the future research: If each implementation of Literature Circle should last in one hour or two classes. In order to realize the efficiency of its implementation, the first class has to be arranged to finish essay reading by themselves and the second class has to be executed in Literature Circle. May Literature Circle be used in studying other areas, and understanding the efficiency of its implementation.