以提問策略提升六年級國小體育班學生讀寫能力之行動研究

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题名:	以提問策略提升六年級國小體育班學生讀寫能力之行動研究
其它题名:	Applying Questioning Strategy to Enhance Students' Reading and Writing Abilities: An Action Research in a Sixth-grader Athletes' Class
作者:	洪宜勤 HUNG,YI-CHIN
贡献者:	鄧佳恩 TEN,CHIA-EN 教育研究所在職專班
关键词:	國小體育班;閱讀理解;摘要寫作;六何法 sports class;reading comprehension;writing;wh- questions
日期:	2018
上传时间:	2018-11-07T06:59:48Z (UTC)
摘要:	政府致力推動十二年國教，給予學生發展多元能力的機會，強調讓學生成為自發主動的學習者，妥善開展與自我、與他人、與社會、與自然的各種互動能力。近年來，為能適性揚才，多所學校成立體育專班，為學生提供有系統而長期的培訓。然而，研究者在教育現場發現，體育班學生在專長項目中能有敏捷的反應，但大多數學生缺乏有效的閱讀和寫作策略。為了利用學生短暫的注意力來進行閱讀和寫作，本研究提出了運用六何法來指導學生閱讀和寫作活動的策略。本研究以19名國小體育班學生為研究對象，進行為期8週的閱讀理解和摘要寫作的讀寫課程。研究結果發現：(一)六何法提問策略能幫助學生提升題目敘述的能力，但課前提問實作受限於學生能力、球賽作息，閱讀理解層次未能有穩定的表現。(二)文章結構和文本內容是影響學生閱讀理解層次的表現的主要因素，國小教科書以單元主題方式編排，作為閱讀層次教學教材無明顯成效。(三)運用六何法提問策略分析文章架構，能有效提升摘要寫作能力，而學生們的能力有提升並趨近的現象。(四)以六何法提問策略設計教學活動，能提高學生的學習興趣與動機。學生認為此教學策略能提升自我參與感及增加互動學習的機會。本研究最後提出以六何法提問策略應用於閱讀理解與寫作的討論，並提出未來研究的相關建議。 The Ministry of Education has been promoting the new curriculum guideline of the 12-year basic education, which emphasizes life-long learning, and aims to foster students’ learning motivation and the interactions with peers, society, and environment. To help students develop their talents in sports, many schools set up sports classes to provide students systematic and long-term training. However, the author’s praxis of teaching in sports class suggested that students might have sharp senses in sport competitions, but most of them lack of efficient strategies in reading and writing. To utilize students’ short attention span to read and write, the present study proposed the strategy of applying wh- questions in the reading and writing activities. A total of 19 students in a 6th-grader sports class were involved in the study. An eight-week instruction session of reading comprehension and writing summaries was designed, in which the wh- questions were used. The findings include the following.1. The questioning strategy using wh- questions improved students’ performance in rephrasing reading comprehension questions. However, students’ performance in reading comprehension was not persistent though the whole session.2.The content and structure of the text are the two factors influencing students’ reading comprehension. Textbooks were less effective of being the proper reading material in enhancing students’ reading comprehension, due to its content arrangement was by topics, not by structure.3.Wh- questions can be helpful to students in analyzing the reading text, which is also beneficial in the later activity of writing the summary.4. Students found the wh- questions fun and motivating, which improve their participation in learning activities and increase the opportunity to interact with peers.Discussions about using wh- questions in reading and writing were made, followed by the suggestions to future studies.
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