- 學位論文
運用分享式閱讀教學提升國小三年級學童閱讀動機與行為之行動研究
An Action Research Of Applying Shared-book Reading Instruction To Enhance Third-grade Students’ Reading Motivations And Behaviors
摘要
本研究旨在運用分享式閱讀教學提升國小三年級學童的閱讀動機與閱讀行為。本研究採行動研究的方法，以研究者本身任教之國小三年甲班共28名學生為研究對象，運用封面預測、介紹故事、朗讀、共讀、延伸活動、獨立閱讀進行分享式閱讀教學。 經過十二週的教學之後，本研究獲得以下主要結論： 一、運用分享式閱讀教學可增進閱讀動機。在運用分享式閱讀教學後，學童對閱 讀的動機顯著提升。學童喜愛與生活相關的故事，藉由分享與討論的過程能 為學童建立鷹架，培養閱讀的興趣和動機。 二、分享式閱讀教學確實能改變學生的閱讀行為。運用分享式閱讀教學後，學童 閱讀頻率顯著增進，在閱讀時間上也有小幅增加。 三、教師在行動研究中，可透過反思的歷程，提升自我在閱讀教學上的專業成長。 最後，根據研究結果，提出對國小教師及未來研究的建議。
並列摘要
The purpose of this study was to improve third graders' reading motivation and reading behavior by the implementation of Shared -book Reading. The action research methodology was used in the study. Twenty-eight third grade students from the same class were the subjects. The researcher practiced Shared-book Reading by using book cover foreseeing and introducing, read aloud, share reading, extending activities, independent reading. After 12 weeks of teaching, the conclusions of the research were as follows 1. Applying Shared-book Reading Instruction can enhance the reading motivation. Students’ reading motivation was obviously enhanced after used Shared-book Reading. Students enjoying stories related with their real life. They can develop their reading interesting and motivation through sharing and discussion. 2. Shared-Book Reading can indeed enhance students’ reading behavior. After applied Shared-book Reading Instruction, students’ reading frequency obviously increased and reading time slightly increased accordingly. 3. Teachers can improve their professional skills on reading instruction through applying Shared-book Reading Instruction. Finally, we have some suggestion for teachers and future advanced study in this field based on the result of this research.