本研究旨在探討「QAR問答關係策略」融入國小三年級國語領域教學,對於學生的文章結構能力與閱讀理解能力之影響,本研究採不等組前後測之準實驗研究設計,以研究者任教班級之26位學生為實驗組,進行為期12週,每週2節,共24節的QAR問答關係策略教學;另以同學年一班26位學生為對照組,以傳統教學進行為期12週,每週2節,共24節的教學活動。教學實驗教材為選用的國語科課文,進行「課文本位」的閱讀理解教學。 針對閱讀理解測驗的結果,進行資料變異數分析,推論「QAR問答關係策略」對學生在文章結構能力與閱讀理解上的效果,結果如下: 一、「QAR問答關係策略」能有效提升不同能力學生的QAR問題類型辨識能力。 二、「QAR問答關係策略」能有效提升不同能力學生填答文章結構圖的表現。 三、「QAR問答關係策略」能有效提升不同能力學生的閱讀理解能力。 最後,研究者根據研究結果提出具體建議,以供未來閱讀理解教學與研究之參考。
The purpose of this study was to investigate whether the Question-Answer-Relationship strategy instruction (QAR) benefited third-grade students’ recognition of four types of QAR questions, construction of text-structure graphics and reading comprehension. A quasi-experiment with pretest-posttest nonequivalent-control-group design was conducted. Two classes were randomly assigned to either experimental or control group. The experimental group received twelve-week QAR strategy instruction (two times a week, forty minutes for each). The control group received a twelve-week traditional instruction program. The main results of this study were as follows: 1.The QAR strategy promoted students’ recognition of different types of QAR questions. 2.The QAR strategy effectively facilitated students’ construction of text-structure graphics. 3.The QAR strategy successfully fostered students' reading comprehension.