結合相互教學法之閱讀理解策略教學對國中學生閱讀科學文章的影響

詹慧玲

指導教授 ： 方泰山

國立臺灣師範大學/理學院/化學系在職進修碩士班/碩士(2007年)

摘要

本研究目的在於探討相互教學法對國中九年級學生閱讀科學文章的影響。
　　相互教學法是結合預測、摘要、發問、澄清四個過程去進行文章閱讀。學生透過對話及同儕互動，從中學習建構文章的意義，進而促進閱讀理解。希望幫助學生提昇閱讀效能，讓學生成為優秀的閱讀者。
　　本研究採用準實驗研究法進行，研究者於台北市區一所中型國中任教，從任教班級中選取兩班九年級學生共63名為研究對象，分為實驗組及對照組。實驗組在實際教學課程中結合相互教學法進行科學文章閱讀，對照組則自行閱讀相同的科學文章教材。經由十週，每週一節，共500分鐘的教學之後，比較兩組的差異。研究的結果發現：
壹、實驗組在「科學文章閱讀表現量表」總分優於對照組，兩組並達＜.05　　顯著差異水準。
貳、實驗組在「科學文章閱讀態度」及「科學文章閱讀行為」的分量表中表　　現優於對照組並達＜.05顯著差異水準。而在「科學文章閱讀價值」的　　分量表中兩組未達顯著差異之水準。
參、在科學文章閱讀測驗（1）及科學文章閱讀測驗（2）表現有顯著的進步　　，實驗組在t檢定中達顯著差異。數據顯示本研究對實驗組女生有顯著　　的提升，並在前後達顯著差異，實驗組男生在後測分數有進步，但與前　　測間未達顯著差異之水準。
肆、實驗組在自然科成就測驗表現優於對照組，並達顯著差異之水準。
伍、實驗組在預測策略及摘要策略運用，人數比例明顯增加。發問策略使用　　人數增加較不明顯。

關鍵字

相互教學法 ； 閱讀理解 ； 科學文章 ； 科學閱讀教學

並列摘要

The purpose of this study was to explore the effects on the ninth-grade students in junior high school by using the reciprocal teaching method on reading science text.
Reciprocal teaching method is a combination of predicting, summarizing, questioning and clarifying in the reading process. Through the dialogues and interaction with peers, students can learn the meaning of constructing texts to promote reading comprehension. Hope the study can improve the reading efficiency of students and help them to become a good reader.
The quasi-experimental method was used. The researcher teaches in a medium-sized junior high school. The research subjects were 6-3 ninth-grade students, divided into the experimental group and control group, picked up from two classes. The researcher chose a science text relating to the curriculum. The experimental group combined the reciprocal teaching method to the science text during the practical teaching process, whereas the control group read the same materials without the method. Comparing the differences in ten-week sessions, one time a week, with totally 500 minutes of reciprocal teaching instruction.
The major findings of this study were as follows:
1.The experimental group had a higher score on “ reading performance scale in science text” than that of the control group, both up to <.05 significant difference.
2.The experimental group had a higher score on “ reading attitude in science text” and “reading behavior in science text” than that of the control group and up to <.05 significant difference. However, both on “ reading value in science text” had no significant difference.
3.The experimental group had a higher score on the reading tests (1) and (2) in science text, up to significant difference on t test. The data show that the girls in the experimental group had significant difference before and after experiment, but the boys in the experimental group had no significant difference before experiment, but had significant difference after experiment.
4.The experimental group, up to significant difference, had a higher score on achievement test in Science than that of the control group.
5.The numbers in the experimental group had a positive increase with the strategies of predicting and summarizing. The numbers with the strategy of questioning had a negatively increase.

並列關鍵字

reciprocal teaching method ； reading comprehension ； science text ； teaching of reading science text

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