國小四年級國語教學之行動研究

An Action Research on Mandarin Chinese Instruction in the Fourth Grade on an Elementary School

賴生德(Lai,Sheng Te)

指導教授 ： 蔡清田

國立中正大學/教育學院/教育學研究所/碩士(2012年)

摘要

本研究以國語教學為研究主軸，依據情境分析結果發展國語教學課程，並藉由課程實施，評估其課程實施之成效。 研究目的為：本研究旨在透過研究者擔任國小四年級級任教師並實施國語教學課程發展行動研究，探討國語教學課程發展所遭遇的問題，並透過行動研究實施行動方案與省思，主要研究問題如下： 一、如何從情境分析探究國語課教學之問題與省思？ 二、如何研擬國語教學行動方案之歷程與省思？ 三、如何實施國語教學行動方案之歷程與省思？ 四、如何評鑑國語教學行動方案之歷程與省思？ 本研究結論如下： 一、從情境分析探究國語課教學之問題與省思為：閱讀能力為九年一貫第二階段教學重點；傳統範文觀的教學，缺乏閱讀理解策略教學；國語教學除了文學內涵，更要教導學生如何思考；教師必須具備使用出版社國語課本進行閱讀理解策略教學能力；國家教育政策積極推動閱讀教學，提升學生閱讀能力；情境分析讓研究者了解本行動方案的優勢條件與不利因素，有利於研究之規劃與實施；情境分析是行動方案發展的基石 二、研擬國語教學行動方案之歷程與省思為：將提升學生閱讀能力列為教學重要目標；國語教學行動方案採能力取向設計；國語課實施閱讀理解策略教學，提供更多思考學習；依國語課本教學活動重點挑選合適閱讀理解策略；配合國家政策充實閱讀教學專業，運用教學相關配套資源協助教學；發揮優勢條件，降低不利因素影響；檢視方案，不斷修正課程讓課程更臻完善 三、實施國語教學行動方案之歷程與省思為：合作學習分組教學，在教學上幫助甚大；教師必須擁有基本的多媒體教學能力與資訊素養；學習單除了提供教學引導，也是評鑑教學目標是否達成的重要指標；讓學生在教學上扮演學習的主角；為提供學生更好的學習經驗，課程因此不斷發展 四、評鑑國語教學行動方案之歷程與省思：學生的學習成效相當良好；教師的教學專業獲得成長；進行課程的創新，除了改變教學，評量學習方式也需配合教學進行調整 最後根據本研究之結論，分別對欲實施閱讀理解策略教學之教師與未來後續的研究提出建議。

關鍵字

行動研究 ； 閱讀理解策略 ； 國語教學

並列摘要

The primary focus of this action research study is the Mandarin Chinese Instruction. The curriculum of Mandarin Chinese teaching is developed according to the results of SWOTA analysis. Upon the examination of the aforementioned curriculum, its effectiveness can be evaluated.
Purpose of Study: The fourth grade homeroom teacher addresses the problems that occur as the curriculum of Mandarin Chinese teaching develops by applying an Action Research Approach. Practical action projects can be adjusted, designed and implemented accordingly.
Research Questions：
1. How does one study and reflect upon the problems of the fourth grade Mandarin Chinese teaching development action projects in elementary school by condition analysis？
2. How does one design and reflect upon the fourth grade Mandarin Chinese teaching development action projects in elementary school？
3. How does one implement and reflect on the fourth grade Mandarin Chinese teaching development action projects in elementary school？
4. How does one evaluate and reflect upon the fourth grade Mandarin teaching development action projects in elementary school？
Conclusions：
1.Through the use of SWOTA Analysis, Chinese Reading Comprehension is a teaching point of the second phase of a nine-year Integrated Curriculum. The traditional text-based instruction utilized by teachers’ conceptions of reading lack effective reading comprehension strategy instruction. In addition to reading literature, Mandarin Chinese instructors must teach higher-level thinking skills. Teachers must have the use of Press Mandarin textbooks for those reading comprehension strategies. The national education policy should actively promote the teaching of reading so as to improve students' reading ability. Condition analysis allows researchers to understand the advantages of this program.
2.The action plan for Mandarin education include the following objectives: prioritize improving students’ reading capability as a key teaching objective; design Mandarin education with capability approach; adopt reading comprehension strategy instruction in Mandarin classes; provide more thought learning; select appropriate reading comprehension strategies based on teaching activities stated in Mandarin textbooks, enrich professional development in reading instruction in accordance with national policies, assist teaching by leveraging associated teaching resources; leverage competitive advantages and reduce the negative impact associated with unfavorable factors; and review the program and revise the curriculum continuously to perfect the curriculum.
3.In terms of the implementation of the action projects, cooperative learning makes a huge difference in the contribution to teaching edagogy. Teachers must have basic knowledge of multi-media technology and information literacy. Worksheets can also be used as an important indicator to evaluate whether the teaching objectives are being reached. It is also important to allow students to be active participants in the learning processes. To provide students a better learning environment, the curriculum must continue to be amended.

4.In terms of evaluation of the action projects, the effectiveness of learning is very good. The teaching profession has grown. Curriculum innovation, in addition to the constant changes in teaching pedagogy, mean that learning methods of assessment also need to be adjusted and improved.
According to the conclusions of this study, some suggestions for Mandarin Chinese instructors and successive researchers are offered at length.

並列關鍵字

reading comprehension strategies ； Mandarin teaching ； action research

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