問題答案關係策略對國小三年級學生在社會學習領域閱讀理解之行動研究

An Action Research to Improve Reading Comprehension on Social Studies by Question-Answer Relationship Strategies for Third-Grade Students

紀淑雲(SHU-YUN CHI)

指導教授 ： 何素華

中原大學/人文與教育學院/教育研究所/碩士(2011年)

https://doi.org/10.6840/cycu201100497

摘要

本研究旨在探討「問題答案關係策略」融入社會學習領域的教學歷程，並探究此教學模式對國小三年級學生閱讀理解表現的影響，以及教師之專業成長。
本研究採行動研究法，針對研究者任教班級的二十九名三年級學生，實施為期六週的社會課程。資料來源包括閱讀理解測驗、教學錄音、晤談、教師觀察紀錄與省思札記等。研究結果發現：
ㄧ、「問題答案關係策略」融入社會學習領域的教學歷程值得運用，可透過「明確的策略教學」、「學習責任轉移」和「責任完全轉移」三個階段來進行。
二、「問題答案關係策略」能提升學生的閱讀理解表現，特別是對中、低閱讀能力學生而言，成績進步較多。
三、研究者與參與研究教師透過了本次行動研究，不僅增進了社會科教學的專業知能，對於「問題答案關係策略」的教學技巧也有所提升。

關鍵字

行動研究 ； 問題答案關係策略 ； 閱讀理解

並列摘要

The purpose of this research was to explore the teaching process of integrating question-answer relationship strategies into social studies. This research also discussed how the proposed teaching method affected the third-grade students’ reading comprehension, as well as teachers’ professional growth.

Twenty-nine third-grade students joined in this research who had received a 6-week question-answer relationship strategies in their social studies curriculum. The action research method was adopted. The data were collected from reading comprehension tests,audio-taping of the teacher’s teaching, interview records, teachers’ observation records and reflection notes, etc. The results indicated that:

(a) It is helpful to integrate question-answer relationship strategies into social studies through “explicit strategies instruction”, “transfer of
responsibility to learn” and “complete transfer of responsibility”.
(b) Question-answer relationship strategies can promote students’ reading comprehension, especially for average and low reading achievers,
they have more improvement in reading comprehension.
(c) Through the action research, researcher and the teacher participated in the research enhance not only the professional knowledge of teaching
social studies but also improved the teaching skills of question-answer relationship strategies.

並列關鍵字

question-answer relationship strategies ； reading comprehension

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