運用故事結構教學法提升小四學生閱讀理解能力之行動研究

The action research on using story structure method to enhance the reading comprehension of the fourth graders in elementary schoolsf

周麗珠(Chou Li Chu)

指導教授 ： 蔡清田

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2013年)

摘要

近年來台灣如火如荼的推動閱讀運動，許多學校鼓勵學生大量閱讀並舉辦類似閱讀小博士活動，然而熱鬧的嘉年華活動後，讓人不禁懷疑學生是否真的讀懂書中內容？而閱讀在學校課程學習上佔非常重要的角色，凡舉社會、科學、語言甚至數學和藝術等科目都需要閱讀來獲得知識和重要技能。
本研究擬以行動研究之策略，設計電子繪本融入閱讀課程實施方案，應用於甜心國小四年級補救教學學生之課堂教學中，了解此教學模式於國語文領域補救教學的實施情形，並分析學生之學習表現，探討其對於提升學生閱讀理解能力之成效，期能對國語文補救教學提供參考。因此本研究主要探討的問題包含如下：
ㄧ、甜心國小四年級補救教學學生閱讀理解能力的現況與省思?
二、如何規劃運用故事結構教學法改善小四學生閱讀理解能力行動方案與省思?
三、如何實施運用故事結構教學法改善小四學生閱讀理解能力行動方案與省思?
四、如何評鑑運用故事結構教學法改善小四學生閱讀理解能力行動方案與省思?
本研究在準備階段先行對研究對象進行「閱讀理解困難篩選測驗」前測，了解研究對象的起始能力，作為研究方案設計的依據。資料蒐集的方式包括參與觀察、訪談、錄影，輔以故事結構學習單、 閱讀理解學習單、複說故事及「閱讀理解困難篩選測驗」後測，再採用三角驗證作為檢核方法。研究者對歷程研究深入分析，分享行動發現與省思，其主要結論如下：
1、 由甜心國小四年級補救教學學生閱讀理解能力的現況與省思中發現：從情境分析顯現缺乏文化刺激下，影響學生學習效能。然電子繪本對於學生卻有著強烈的吸引力，以多媒體教材進行閱讀教學活動，確實引起學生強烈的學習動機，此時，藉由故事結構教學法的介入，成功建構故事結構。

二、由規劃運用故事結構教學法改善小四補救教學學生閱讀理解能力行動方案與省思中發現：確定提升閱讀理解能力課程的自我認同核心概念，根據情境分析，規畫課程目標，設計行動方案，運用教學相關配套資源，持續修正故事結構教學的課程方案，具有實施的可能性。
三、由實施運用故事結構教學法改善小四補救教學學生閱讀理解能力行動方案與省思中發現：協同合作夥伴是實施課程方案成功的關鍵，而階段性逐步移除鷹架，更有助於提高課程方案的學習效能。
四、由評鑑運用故事結構教學改善小四學生閱讀理解能力行動方案與省思中發現：標準化測驗後測得分明顯優於前測，顯見故事結構教學法與電子繪本的結合，有相輔相成的效果，能積極提升學生對於繪本的理解能力。

關鍵字

閱讀理解能力 ； 補救教學 ； 電子繪本 ； 故事結構教學法 ； 行動研究

並列摘要

The action research on using story structure method to enhance the reading comprehension of the fourth graders in elementary schoolsf
Guide Professor: Cai Qingtian Dr
Students: Zhou Lizhu
National Chiang Kai-shek University teaching professional development digital learning master in-service class
Abstract
In recent years，Taiwan is promoting reading actively. Many schools hold the activity such as, “the Reading Dr.” to encourage students to read a great deal of books. However, after the Reading Carnival, I doubt if students really understand the content of books? Reading plays a very important role in the school’s learning course. Students learn social studies, science, languages, and even subjects such as mathematics and art by reading to obtain the knowledge and critical skills.
This research wants to apply the strategies of action research and electronic story books to implement the reading program for the fourth graders’ remedy class in Tien-Hsin Elementary School. In order to understand the effect of this pedagogy
on the Chinese remedy class, analyzing students’ learning performance, and prove into how this pedagogy enhance students’ comprehensive ability, the main issues addressed in this study include the following:
First, the status quo of Tien-Hsin fourth graders' reading comprehension in after school class and reflect?
Second, how to plan the story structure teaching method to improve the action program for fourth graders ' reading comprehension and reflect?
Third, how to apply teaching methods to improve the action program for primary fourth graders ' reading comprehension and reflection?
Fourth, how to evaluate the effect of the story structure teaching method in improving the action program for primary fourth graders ' reading comprehension and reflect?
The research aims to do pre- tests on ’’ reading comprehensive difficulty screening test” for students at the preparatory phase to identify the starting capability of students. “The selecting of teaching methods will be based on the pre-test. Observation, interviews, videos, story structure worksheet , reading comprehension worksheet and the post-test of ”reading comprehensive difficulty screening test” will help the collection of data. Last, use the triangular authentication as a method of checking. The in-depth analysis of the research procedure, the action of sharing and reflect come to the conclusions as follows:
First, it is found that from the status quo and reflection on the fourth graders’ reading comprehension in the remedy class of Tien-Hsin Elementary school, students cannot learn well if they are lack of cultural stimulation. However, electronic picture books attract students a lot; using multimedia teaching contributes to enhance students’ learning motivation. Meanwhile, the intervention of story structure teaching method can be used successfully constructing story structure.
Second, from the action of planning to use teaching methods to improve the fourth graders’ reading comprehension ability in remedial teaching class and reflection, it reveals that improving reading comprehension help to enhance the core concepts of self-identification. According to the situation analysis, planning the course objectives, designing action program, teaching related resources and revising story structure teaching program have the possibility of implementation.
Third, from how to apply teaching methods to improve the action program for primary fourth graders ' reading comprehension and reflection, we find that collaborative partners are the key to the success of implementing curriculum program and removing scaffolding gradually step by step helps to improve the teaching program’s effectiveness.
Fourth, from “how to evaluate the effect of the story structure teaching method in improving the action program for primary fourth graders ' reading comprehension and reflection” , it shows that the scores of post-test of standardized test are significantly better than the pre- test. It is obvious that story structure teaching method in combined with e-books has a reinforcing effect to improve the ability of students ' reading comprehension toward picture books.

並列關鍵字

teaching methods of constructing story ； remedial teaching ； electronic picture books ； reading comprehension ； action research

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