放聲思考閱讀理解策略應用於補救教學之行動研究

Abstract

本研究旨在探討放聲思考閱讀理解策略應用於補救教學的實踐歷程，採行動研究法，除研究者之外，研究對象為8位參加學習扶助課程的八年級學生，實施時程約九節課的時間。 本研究透過預測、閱讀、提問、放聲思考、印證等五步驟進行閱讀理解，並且透過教學錄影、學生放聲思考內容、教師省思手札、回饋單、訪談紀錄與學習單等進行資料蒐集與分析，透過三級編碼的方式統整與歸納，本研究所得到的結論如下：

壹、 教師可以從學生放聲思考的內容知道閱讀的狀況，且搭配提問單，讓學生更有系統性地進行思考，因此，藉此放聲思考法有助於提升閱讀理與自我效能。 貳、 小組學習結合放聲思考相得益彰，學生多給予正面態度，且透過逐步釋放責任協助學生漸漸熟悉閱讀理解策略，並且提高學生課堂參與度。 參、 運用放聲思考閱讀理解策略，教師在實施歷程上可能遭遇困難與因應之道，測驗信效度需要參考專家教師建議、學生程度較弱需要教師引導、善用增加制度掌握教室秩序以及完善共備社群，藉此提升教師專業能力。

本研究根據上述研究結論，對教師及未來研究提出相關建議。The study aims to think-aloud strategy applied on low-achievement students reading comprehension on action research. The study investigated 8 grade 8th low-achievement students in a junior high school. The study proceeded for a five weeks in the remedial teaching curriculum twice a week. The study data were collected through observation, the content of student’s thinking aloud, reflection journals, and document analysis. Then analyzed and summarized results were to get the conclusion. The researcher also assessed the effectiveness of the curriculum and made the following conclusions: 1. Teacher can know the reading status from the content of student’s thinking aloud, and use the question sheet to lead them think systematically. 2. Cooperative learning complements think-aloud strategy, students give more positive attitudes, and through the gradual release of responsibilities to help students become familiar with reading and understanding strategies, and improve student classroom participation. 3. The problems and the solutions is about the reliability and validity of the test need to refer to the advice of experts , some struggling readers need to be guided by teachers, make good use of the increased system to master the order of the classroom, and improve learning community to enhance teachers' professional capabilities.