- 學位論文
以共讀「橋梁書」提升國小三年級學童閱讀理解與閱讀動機之行動研究
An action research for the third grade students' reading comprehension and reading motivation by sharing "bridging books"
摘要
本研究旨在以行動研究方式，探討共讀「橋梁書」對提升國小三年級學童閱讀理解與閱讀動機之成效。研究對象為嘉義縣一所公立國小三年級兩個班級學生，其中一班為實驗組，由研究者於週三導師時間進行共讀「橋梁書」活動，前後共一學期，共讀15本書；另一班為對照組，同時間採自由閱讀方式。 共讀方案實施前，以「中文年級認字量表」、「閱讀理解困難篩選測驗」、「閱讀動機與行為問卷」為前測。參考「中文年級認字量表」前測結果以及2007年親子天下「教出寫作力」專刊推薦之170本「橋梁書」挑選共讀書籍，並按所選讀本之特性，於共讀時融入適當的閱讀理解策略教學。共讀方案實施後，以「中文年級認字量表」、「閱讀理解困難篩選測驗」、「自編閱讀理解測驗」、「閱讀動機與行為問卷」為後測。各項測驗所得之量化資料，加上學童於行動方案實施前後各一學期的圖書借閱資料，分別進行獨立樣本t檢定、相依樣本t檢定、積差相關等統計考驗，推論學童在閱讀理解與閱讀動機方面之增進效果；輔以質性資料之詮釋，說明整個行動研究之歷程與省思。 本研究的結論： 一、共讀「橋梁書」對提升心心國小(化名)三年級學童之閱讀理解能力未有顯著效果。 二、融入閱讀理解策略教學有助於提升學童較高層次之理解能力。 三、共讀「橋梁書」對於提升實驗組學童之閱讀動機與行為具有正向效果。 四、共讀「橋梁書」對實驗組學童之閱讀量及「讀者與讀本適配度」有增進效果。 五、行動研究之歷程即是教師改善教學與專業成長之歷程。 本研究之建議： 一、閱讀教育應「質」、「量」平衡，從提升兒童的內在閱讀動機做起。 二、將閱讀理解策略融入語文教學，發揮其「鷹架」功能。 三、學校圖書室應充實「橋梁書」資源，以提升讀者與讀本之適配度。 四、鼓勵教師從事教學行動研究，並從行動中改善教學、自我成長。
並列摘要
This study aimed to explore sharing "bridging books" action research, to enhance the effectiveness of reading comprehension and reading motivation for the third grade students in public elementary schoolin Chiayi County. Two intact classes were involved. The students in experimental class read 15 "bridging books" with the researcher during tutor time every Wednesday for one semester; The control class, at the same time adminstered a particular intensive reading without interactive, “bridging books” sharing activities. Three pretests were administered before implementing the reading comprehension action research: A word recognition test, a reading comprehension test, and a reading motivation test. “Bridging books” used in this study were selected based on the availability of school library and the match with students’ word recognition abilities. This study also included several comprehension strategies based on text analysis. The same pretests were administered again at the end of the program. The following conclusions were drawn: Adopting "bridging books" in reading class has no significant effects on students’ reading comprehension. This program has a positive effect on students' reading motivation and behavior. It also increase the amount of reading of the experimental students. Action research appears to improve teacher’s professional development.We suggest that emphasize the balance between "quality" and "quantity" of reading instruction to enhance children's motivation of reading and use “bridging books” as a scaffolding to help children have a better transition from reading picture books to texts.