運用提問教學提升八年級學生閱讀理解能力之行動研究

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Title:	運用提問教學提升八年級學生閱讀理解能力之行動研究
Other Titles:	An Action Research on the Effect of Questioning Instruction in Improving Eighth-graders’ Reading Comprehension
Authors:	莊雅鈴 JHUANG, YA-LING
Contributors:	鄧佳恩教育研究所在職專班
Keywords:	閱讀理解;自我提問;提問教學 reading comprehension;self-questioning;questioning instruction
Date:	2019
Issue Date:	2019-12-16T04:33:46Z (UTC)
Abstract:	研究者在教育現場發現，學生的閱讀理解能力常常受限於閱讀習慣和閱讀策略的缺乏，以及被動地聽老師講解而不加以思考，故希冀透過提問教學的實施，讓學生從思考問題出發，並從同儕討論與互助中尋得學習的動力與成就感，形塑一個學生主動思考的學習環境，進而提升閱讀理解能力。本研究採用行動研究法，探討利用提問教學能否提升八年級學生閱讀理解能力，以研究者任教班級的27名八年級學生為研究對象，進行為期八週的提問教學課程。並從課本選文出發，依據閱讀理解歷程擬定學習單，再根據前後測結果、提問學習單、自我提問學習單、學生訪談紀錄、教學回饋問卷、研究者的回顧省思，進行資料分析。研究結果發現：一、運用教師提問教學能幫助學生提升閱讀理解能力，但會受到文體類別、文本內容、文言白話以及學生先備知識的影響。二、運用學生自我提問能幫助學生提升閱讀理解能力，大多數學生能設計出理解性問題，但要設計較高層次的統整性問題對學生而言仍較為困難。三、提問教學的實施能提高學生的學習態度，增加課堂參與與師生互動機會，並提升閱讀理解能力，因此學生多持正向，且希望能持續進行。實施提問教學之行動研究除提高教師的省思能力，並有助於教師的專業成長和精進專業知能。最後，研究者根據上述研究結果，提出有關提問教學與未來研究的相關建議。 The researcher observed in her classroom that students’ reading comprehension seemed to be limited by the lack of reading habits and proper reading strategies. Students oftentimes were passive learners in the classroom. To improve this situation, the researcher intended to apply questioning instruction to create an active learning atmosphere and to motivate students learn actively, by thinking, brainstorming, and sharing, to improve their reading comprehension. An action research was conducted. Twenty-seven eight-graders were participated in the study. A text-based questioning instruction was applied in an eight-week Chinese literacy curriculum. Pre- and post-tests and intervews were conducted to understand students’ performance and learning attitudes. Worksheets, field notes, interviews, and researcher’s self-reflections were used to verify and triangulate students’ learning outcome. The findings of the study are summarized as follows. 1. The questioning instruction did improve students’ reading comprehension, but students’ performance seemed to be influenced by the style of the text and students’ background knowledge about the content. 2. Students’ self-questioning did improve their reading comprehension. Most of the students were able to design factual questions. However, it still seemed difficult for them to design higher-level integrated questions. 3. The implementation of questioning instruction enhanced students’ learning attitude, increased students’ engagement, and improved student-teacher interactions. Most of the students developed a positive attitude towards questioning instruction. Discussions and suggestions were given concerning questioning instruction in reading comprehension and future research.
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