本研究旨在探究讀者劇場運用於國小高年級英語閱讀教學後,對學生閱讀理解之影響與實施過程之遭遇問題及因應策略。本研究採取行動研究法,以國小五年級某任教班29名學生為研究對象,進行為期10週之研究。研究工具包括:國小英語閱讀理解測驗、課堂觀察、省思紀錄、小組討論紀錄、學生學習心得以及訪談紀錄等。研究者將所得之量化分析及質性資料加以整理歸納後,獲致以下結論:一、運用讀者劇場於國小高年級英語閱讀教學,確實能增進學生在閱讀方面的理解,尤其以字彙及短文閱讀層面影響更為顯著。二、讀者劇場於國小高年級英語閱讀教學實施過程中,在教師教學及學生學習方面皆存有些許問題,如學生無法融入角色情境、分組討論時間過於冗長、學生無法客觀評量自己及他人的表現以及教師於學習單部分過於偏重文字書寫,忽略應和讀者劇場作一結合等。以上所遭遇之問題,經研究者不斷進行反思、修正及執行後,皆有正向之改善。最後,除研究者之成長省思外,也依據研究發現與結論提出相關建議,以供後續國小英語教學者或研究者作為參考。
This study aimed to explore not only the effects of readers theater (RT) applying into English reading instruction on the fifth graders’ reading comprehension in elementary school, but also the problems encountered when conducting RT and the solution strategies. The action research was adopted in this study, and the research subjects were 29 fifth graders taught by the researcher. During a 10-week study, the researcher collected and analyzed data through English Reading Comprehension Test, researcher’s teaching journals, group discussion record, students’ learning feedback sheets and interviews. With the qualitative and quantitative data, the results of this study were as follows: 1.Readers theater had a significant and positive influence on students’ reading comprehension, especially on vocabulary and text reading. 2.Some problems in the teacher instruction and student learning occurred through the process with conducting RT. After reflection and amendment, the researcher carried out various solution strategies to solve the problems. Finally, some suggestions based on the results mentioned above for the teachers and future studies were provided.