交互教學法介入閱讀指導對增進國小高年級學生閱讀理解成效之研究

The Effects of Reciprocal Teaching on Reading Comprehension Improvements for Higher Grade Students of Elementary School

許麗霞(Li-Sia Syu)

《花蓮教育大學學報》 26期 (2008/05) Pp. 59-75

https://doi.org/10.7073/JNHUE.200805.0059

摘要

本研究旨在探討交互教學法介入閱讀指導對增進國小高年級學生閱讀理解成效之影響。研究對象為宜蘭縣某國小五年級26名學生，研究方法因配合教學現場採準實驗設計之「單組前後測實驗設計」進行，自變項為交互教學法，包含預測、提問、澄清、摘要等四種策略，對話責任逐步轉移給學生，目的讓學生能獨立進行整個閱讀理解與記憶的活動，及賦予學生責任感、培養學生獨立學習的能力，同時獲得很好的學習策略；依變項為交互教學法介入語文領域的教學所提升學生的閱讀能力成績；資料處理及統計採相依樣本t考驗完成之。
本研究結果歸納如下：
交互教學法介入閱讀指導一段期間之後，以學生閱讀理解學習成就變化結果，不論在閱讀困難篩選測驗或中文閱讀理解測驗上，進步分數均達顯著水準。

關鍵字

交互教學法 ； 預測 ； 提問 ； 澄清 ； 摘要

並列摘要

The research is to treat the effects of reciprocal teaching on reading comprehension improvements for higher grade students of elementary school 26 fifth grade students of one elementary school in Yi-lan County participate in this experiment. The research uses dependent sample t-test of quasi-xperimental study, and the independent variable is reciprocal teaching including predicting, questioning, clarifying and summarizing. In order to make students individually understand and remember on reading comprehension, and help them to be responsible, and have better learning strategy, the responsibility of the conversation is released to students step by step. The dependent variable is the students' reading ability. The research proves that teaching reciprocal teaching on the language field, can improve students' reading ability.
Results of this study may be summarized in the followings:
After a period of time using reciprocal teaching on reading, the result of reading comprehension improvements gets a remarkable standard, which are happend not only on reading difficulty sifting test, but also on Chinese reading comprehension test.

並列關鍵字

reciprocal teaching ； predicting ； questioning ； clarifying ； summarizing