閱讀理解策略融入國中地理教學之研究

面對全球化的競爭以及知識經濟時代的來臨，單憑學校教科書的基礎知識，無法因應時代的變遷與挑戰。唯有透過自主的閱讀，學生才能跨越學校教育的藩籬，在急遽變遷的環境中隨時有效的吸收、內化必要的知識，以因應未來隨時的挑戰。在地理科的學習中，閱讀能力更顯重要，因為地理學是一門包羅萬象、能整合各個學科的部分概念，來認識與分析我們生活世界的學科。如何從龐雜的資料中擷取所需之訊息，統整分析資訊，提出適合的解決之道，做出意義深遠的決定，都需要運用閱讀理解能力。故本研究希冀能透過閱讀理解策略融入地理科教學的行動研究來了解此一教學策略是否能增進學生閱讀理解能力和地理素養。研究結果如下: 一、實施閱讀理解策略融入地理科教學後，對於提升學生地理學習成效實驗組和控制組的差別不顯著，但對於認知歷程向度中的分析層次提升則有顯著影響。二、實施閱讀理解策略融入地理科教學後，對於學生閱讀理解能力整體的提升實驗組明顯優於控制組。三、經過實驗教學後，學生閱讀理解能力中擷取訊息能力的提升，實驗組明顯優於控制組。四、從「學生學習自我檢核表」分析，學生表示最有助於加強記憶之閱讀理解策略是「繪製心智圖法」，其次是「畫重點策略」和「心智圖筆記」。認為最需要加強學習的閱讀理解策略分別是「矩陣圖筆記」和「心智圖筆記」。五、學生在實驗教學過程中感覺學習最困難之處是「對於未學過的新概念，自行運用閱讀理解策略來進行理解」最感到困難，其次是「自行進行跨段落或跨單元的統整與歸納」。六、對於是否會將地理科所學的閱讀理解策略運用到別科上，大部分同學持肯定正向的態度。

關鍵字

閱讀理解能力；十二年國教；國中地理；閱讀理解策略

並列摘要

With competition arising from globalization and the rise in a knowledge-based economy, basic textbook knowledge does not suffice to cope with the changes and challenges of this era. Only through independent reading can students overcome the barrier of school education, absorbing and assimilating essential knowledge effectively, anytime, in a rapidly changing environment to readily face any challenges in the future. Reading skills are particularly significant to geography education, for it is an all-inclusive discipline that integrates partial concepts from other disciplines to understand and analyze our living world. Comprehension skills are necessary for extracting required messages from a huge assortment of data, integrating and analyzing information, proposing appropriate solutions, and thus, making far-reaching decisions. Consequently, through action research that incorporates reading comprehension strategies into geography education, this study investigates whether these strategies are effective in enhancing students’ comprehension skills and geo-literacy. The research results are as follows: 1. After applying reading comprehension strategies to geography education, the improvement in students’ geography learning outcomes did not vary significantly between the experimental and control groups. However, there was a significant improvement in the analysis level of the cognitive process dimension. 2. After applying reading comprehension strategies to geography education, the experimental group displayed a significantly greater improvement than the control group in terms of overall comprehension skills. 3. After experimental teaching, the experimental group displayed a significantly greater improvement than the control group in terms of the ability to extract information. 4. According to the “Student’s Self-Evaluation Form,” the students referred to “mind mapping” as the most effective comprehension strategy in memory improvement, followed by “highlighting” and “mind map note-taking.” They thought that “matrix note taking” and “mind map note-taking” were comprehension strategies that needed to be enhanced the most. 5. The students thought that the most difficult part of the experimental teaching was “understanding new, unfamiliar concepts with reading comprehension strategies on their own,” followed by “integrating and summarizing paragraphs or units by themselves.”