本研究旨在探討「調整式問答關係策略」應用於國小社會領域閱讀理解教學,對 於學生的提問、回答與閱讀理解能力及其學習態度之影響,並根據研究結果提出具體 建議,以供未來閱讀理解教學與研究之參考。本研究以嘉義縣某國小五年級一個班級 的23名學生為研究對象,採單組前後測之準實驗研究設計,進行為期6週,每週4節, 共24節的實驗教學活動。透過「教師說明與示範為主」、「學生分組練習為主」、「學 生個別練習為主」三個教學階段的實施,探究在「調整式問答關係策略」教學後,該 班學生之提問、回答與閱讀理解能力及學習態度,實證資料之蒐集與分析兼採質性與 量化方式。本研究之主要結果如下: 一、「調整式問答關係策略」能有效提升不同識字能力學生的提問能力。 二、「調整式問答關係策略」能有效提升不同識字能力學生的回答能力。 三、「調整式問答關係策略」能有效提升低識字能力學生的閱讀理解能力,但高識 字能力學生則無顯著差異。 四、學生對社會領域及「調整式問答關係」教學策略之學習「信心」、「興趣」與「 價值信念」均持正面的態度。
The purpose of this study was to explore the influences on students’ question-asking ability, answering ability, reading comprehension and learning attitude by applying the adjusted question-answer relationship strategy (QAR) to reading comprehension instruction for social studies in primary school. Adopting the quasi-experimental design, this study included 23 fifth graders in one class in Chia-yi County. A six-week teaching experiment was designed and implemented. Afterwards empirical data on students’ question-asking ability, answering ability, reading comprehension and learning attitude were collected and analyzed qualitatively and quantitatively. The main results of this study are as follows: 1. The adjusted QAR strategy can effectively enhance the question-asking ability of students at different level of literacy. 2. The adjusted QAR strategy can effectively improve the answering ability of students at different level of literacy. 3. The adjusted QAR strategy can effectively promote students' reading comprehension ability. Students with low level of literacy have significant improvement, but those with high level of literacy make no significant differences. 4. The students take a positive attitude toward social studies and the adjusted QAR teaching strategy in confidence, interest, as well as values and beliefs.