以PIRLS閱讀範例和鷹架促進國小學生出題

學生出題可以幫助學生對學習內容有更深入的了解，從被動地獲得知識，轉換成主動的使用知識，也能將所學的知識內容，結合學生的自身經驗，發展到高層次的思考。然而，出題過程可能需要鷹架輔助，因此，本研究設計一個「出題鷹架系統」，透過PIRLS閱讀理解四層次的鷹架和範例學習，讓學生進行出題。透過文本範例的教學，學習PIRLS閱讀理解層次，利用鷹架的給予，引導學生能從低層次的思考慢慢提升到高層次的思考，以及促進學生的閱讀理解。本研究旨在探討透過出題鷹架系統學習後，學生在閱讀理解學習成就、學習動機、學習興趣的影響。以國小六年級學生為研究對象，透過不同的故事體文本，讓學生進行四週的出題鷹架系統學習。研究結果顯示：(1)透過出題鷹架系統的學習，學生在閱讀理解的學習成就上無明顯的差異 (2)透過出題鷹架系統的學習，有6成的學生表示有助於促進學習動機 (3)透過出題鷹架系統的學習，有5成的學生表示有助於促進學習興趣。

關鍵字

學生出題；鷹架；閱讀理解； PIRLS

並列摘要

In the past, teachers asked students to use exercises as a learning assessment, which led students to not care whether they understood the learning content or to know their learning difficulties. This study hopes to enhance students' thinking ability through student question-generation. It will expose students' learning comprehension by letting students explain their own problems and explain whether the questions and answers they create are correct. Student question-generation can promote students' reading comprehension. In order to have deeper reading and understanding for students, this study provide a "scaffolding system" for students to practice four-level reading comprehension of PIRLS. Through the teaching of examples, use the scaffolding to guide students from low-level thinking to high-level thinking, and promote students' reading comprehension. The purpose of this study is to explore the impact of reading comprehension on learning achievement, learning motivation, and learning interest through the scaffolding system. The participants are the sixth grade elementary students, using the scaffolding system in four weeks. The results of the study showed that: (1) after using the scaffolding system, the students had no significant improvement in the learning achievement of reading comprehension (2) after using scaffolding system, 60% of the students expressed its helpfulness in terms of motivation (3) after using the scaffolding system, 50% of the students expressed it is helpful in terms of learning interest.