融入鷹架式提問之摘要策略教學對國小四年級閱讀理解及摘要能力的影響

The Effects of Scaldfolding Questioning and Summarization Strategy Instruction on Reading Comprehension and Summarization Skill

吳佩蓁(Pei-Chen Wu)

指導教授 ： 連啟舜

國立中正大學/教育學院/教育學研究所/碩士(2012年)

摘要

本研究的目的在探討「融入鷹架式提問之摘要策略教學」對國小四年級學生閱讀理解及摘要能力之影響，並瞭解「融入鷹架式提問之摘要策略教學」和「文章熟悉度」對學生摘要的影響。研究設計為3（教學法）×2（高、低閱讀能力）不等組前後測的準實驗設計，研究對象為嘉義市某國小四年級學生，以研究者任教之班級為實驗組實施八週十六節課的「鷹架式提問-摘要策略教學」，另擇兩班為控制組及對照組，分別實施七週十四節課的「摘要教學」及「傳統教學」。教學實驗教材即為選用的國語科課文，進行「課文本位」的閱讀理解教學。
教學實驗結束後，再針對閱讀理解測驗的結果，進行變異數分析，而對自編摘要測驗的結果進行共變數分析之資料處理，推論「融入鷹架式提問之摘要策略教學」對學生在閱讀理解能力及摘要能力上的效果。
本研究的結論如下：
一、「融入鷹架式提問之摘要策略教學」能增進國小四年級學生的閱讀理解能力。
二、「融入鷹架式提問之摘要策略教學」對國小四年級學生摘要能力的增進效果有限。
三、閱讀能力的高低影響學生在熟悉文章的摘要表現。
四、策略對不熟悉文章的摘要表現沒有顯著效果。
最後，根據本研究的結果及結論，提出教學及未來研究的建議。

關鍵字

閱讀理解教學 ； 摘要教學 ； 提問教學 ； 課文本位教學

並列摘要

The purpose of the study was to investigate the effects of scaldfolding questioning and summarization strategy instruction on fourth graders’ reading comprehension and summarization skill. The effect of scaldfolding questioning and summarization strategy instruction and text familiarity on the students’ summarization was also examined. The study was a quasi-experimental design with 2 independent variables (instruction program and reading ability). Three intact classes were recruited from fourth grade in an elementary school in Chiayi City. One class was assigned to the experimental group, which was administered “the scaldfolding questioning and summarization strategy instruction” by the researcher for eight weeks with sixteen periods. The other two classes, served as comparison group, received only “summarization strategy instruction” and “traditional instruction” respectively. The research materials were chosen from the students’ Chinese textbooks to implement the textbook-based reading comprehension instruction. The results inferred the effects of scaldfolding questioning and summarization strategy instruction on fourth graders’ reading comprehension and summarization skill.
The results were concluded in the following:
1. The scaldfolding questioning and summarization strategy instruction facilitated the fourth graders’ reading comprehension.
2. There was a marginal effect of the scaldfolding questioning and summarization strategy instruction on the fourth graders’ summarization skill.
3. The students’ reading abilities influenced the students’ performance of summarizing familiar texts.
4. No significant effect was found for the strategy on the performance of summarizing unfamiliar texts.
Based on the findings, some suggestions for future instruction and research were proposed.

並列關鍵字

Reading comprehension instruction ； Summarization instruction ； Self- questioning instruction ； Textbook-based instruction

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