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國小二年級提問策略作文教學之行動研究

An Action Research on Writing Instruction of Questioning Strategies for the Second Graders

指導教授 : 蔡清田
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摘要


本研究旨在探討國小二年級學生的提問策略作文教學,透過應用提問策略的教學方式,採用行動研究法,分別從情境分析、課程方案規劃、設計、實施與評鑑等階段,蒐集觀察記錄、訪談紀錄、研究日誌、學生作品等資料,進行資料分析,實施監控課程方案的歷程及評析課程方案之成效,以達成研究目的。 主要研究的問題有: 一、 如何透過情境分析提問策略作文教學行動方案與省思? 二、 如何規劃提問策略造句教學行動方案與省思? 三、 如何實施提問策略造句教學行動方案與省思? 四、 如何評鑑提問策略造句教學行動方案與省思? 本研究結論如下: 一、 從透過情境分析提問策略作文教學行動方案與省思中發現:學習情境的分析有助於課程的規劃與發展;學習情境的分析,能協助研究者瞭解與掌握研究情境的實際需求,有助於課程的準備並導引研究的方向;情境分析有助於教學活動的組織與進行。 二、 從規劃提問策略作文教學行動方案與省思中發現:以分段能力指標為基礎建立教學目標,進而確立課程設計的具體方向;發展社群有助教學專業素養提升;透過提問策略及多元的教學活動,提升學生學習的興趣;關注提問策略於作文教學課程行動方案的發展,增進課程設計能力。 三、 從實施提問策略作文教學行動方案與省思中發現:協同研究夥伴的協助使方案順利進行;運用多元的教學活動,提升學生學習興趣;提問策略潛在課程影響學童學習態度與行為;積極正向的鼓勵提升學生學習動機。 四、從評鑑提問策略作文教學行動方案與省思中發現:多元的教學活動有助提高學生的學習興趣;以提問策略融入作文教學有助於學生的說話、作文表現;重視閱讀,有助於作文能力提升;教學者需提升自身的作文教學專業知能和協調引導能力。 最後根據本研究之結論提出建議, 作為教師教學上與未來後續研究之參考。

並列摘要


This study focuses on writing instruction of questioning strategies for the second graders. The action research was adopted involving questioning strategies applied teaching methods. Data were analyzed from the scenario analysis , curriculum program planning, design, implementation and evaluation , gathering observations , interview records, research logs, student work , etc. Performance monitoring the implementation of the course curriculum programs and analysis curriculum programs achieve the purpose of research. Research Questions: 1. How to investigate the teaching programs and prospects of writing instruction of questioning strategies by using scenario analysis? 2. How to formulate the teaching programs and prospects of writing instruction of questioning strategies? 3. How to implement the teaching programs and prospects of writing instruction of questioning strategies? 4. How to evaluate the teaching programs and prospects of writing instruction of questioning strategies? The research findings and conclusions are as follow: 1. The findings from investigating the teaching programs and prospects of writing instruction of questioning strategies by using scenario analysis reveal that analysis of learning environment will help planning and development programs. Analysis of learning environment will help researchers understand and grasp the actual situation of research needs and help guide the course of preparation and research directions. Scenario analysis helps the organization and conduct of teaching activities. 2. The findings from planning the teaching programs and prospects of writing instruction of questioning strategies reveal that establishing teaching goals in sub-capacity index and then establish specific direction of curriculum design. Development community will help raising the professionalism of teaching. Questioning strategies and diverse teaching activities can enhance students' interest in learning. Following questioning strategy on the development of teaching writing courses of action programs can enhance curriculum design capabilities. 3. The findings from implementing the teaching programs and prospects of writing instruction of questioning strategies reveal that assists of collaborative research partners make the program smoothly. Using multiple teaching activities can enhance students' interest in learning. Questioning strategies in potential curriculum affect students studying attitudes and behavior. Positive encouragement can enhance students' motivation. 4. The findings from evaluating the problems and prospects of writing instruction of questioning strategies reveal that multiple teaching activities can enhance students' learning interest. Questioning strategies into the teaching writing can help students’ speaking and writing performance. Emphasis on reading can enhance the writing ability. Teachers need to improve their coordination and composition teaching professional competence guide Ability Finally, the suggestions based on the conclusions of the research may offer the references for teachers’ teaching as well as study in the future.

參考文獻


蔡清田(2011)。素養:課程改革的DNA。台北:高等教育。
二年級為例。國立新竹教育大學教育與學習科技學系課程與教學碩士在職專班碩士
許懿卿(2014)。運用提問教學策略提升國小一年級學生重述故事重點表現之行動研究。
陳畇棋(2015)。以預測策略及提問策略提升二年級學童閱讀理解能力之行動研究。國
參考文獻

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