融入故事結構之交互教學法對國小低年級學生閱讀理解影響之研究

摘要本研究旨在探究融入故事結構之交互教學法對國小低年級學生閱讀理解能力之影響，採用教師行動研究方式進行。研究對象採研究者任教之國小一年級學生共計27名，研究期程自 2021年3月到5月為止，共計10週。研究中運用融入故事結構之交互教學法的閱讀策略，實施課程教學方案設計；為提升本研究的信、效度，研究工具除了透過檢視教學活動的錄影資料、觀察記錄、教學省思札記及學生回饋單，作為三角檢證質性分析資料的基礎；更設計故事閱讀理解前、後測等量性分析資料。本研究希冀開啟學生之閱讀學習動機與興趣，奠定良好的閱讀理解能力之基礎。本研究結論如下：一、將故事結構融入互動教學之語文科教學方案，加入故事結構圖、動態評量、故事重述等教學方案使教案更趨於完善。二、故事結構融入交互教學法對國小一年級學童閱讀理解是有正向性之影響，學生於教學後，在整體閱讀理解能力上亦有一定程度的提升。三、研究者在本次的教學歷程中對於教學進行了行動研究、自我省思、調整及修正，在整個過程中獲益良多，增進自我在教學專業上的成長。

關鍵字

故事結構教學；交互教學法；閱讀理解能力；行動研究

並列摘要

Abstract The purpose of this research is to explore the influence of the interactive teaching method integrated into the story structure on the reading comprehension ability of the students in the lower grades of elementary schools, using teacher action research methods. The research subjects are 27 first-year elementary school students taught by the researcher. The research period is 10 weeks from March to May 2021. In the study, the interactive teaching method integrated into the story structure strategy was used to implement the curriculum teaching plan design; in order to enhance the reliability and validity of this study, the research tools were not only through viewing the video data of teaching activities, observation records, but also via teaching thinking notes and students The feedback form is used as the basis for the qualitative analysis data of the triangulation check; the before and after the story reading comprehension of qualitative analysis data is also designed. This research hopes to open up students' reading motivation and interest, and build up the foundation for a good reading comprehension ability. The conclusions of this study are as follows： 1. Integrate story structure into interactive teaching Chinese teaching plan, add story structure diagrams and dynamics teaching programs such as evaluation and story retelling, and this method makes the teaching plan more perfect. 2. The integration of the story structure into the interactive teaching method has a positive effect on the reading comprehension of the first-grade students in elementary school after teaching, and students also have a certain degree of improvement in their overall reading comprehension ability. 3. In this teaching process, the researchers conducted action research, self-reflection, and adjustment on teaching. Adjustments and corrections have benefited a lot in the whole process, and enhance self-growth in the teaching profession.