提問式教學促進學生閱讀理解能力發展情形之個案研究－以七年級國文科為例

Abstract

本研究以「PISA閱讀理解歷程」作為提問式教學問題設計之層次，將其融入七年級國文科教學活動，探討學生閱讀理解能力的發展情形、學生對於提問式教學融入國文課程教學活動的態度評價以及教師在歷程中的反思與成長。 本研究採個案研究取徑進行教學研究，對象為研究者任教之七年級一個班30位學生，研究者透過提問式教學融入國文課程之設計與實施，經由教學省思札記、教學觀察、學生對於教學活動的意見調查表與訪談紀錄、學生的學習單等多樣的工具來蒐集資料，從中分析與歸納研究結果。根據研究發現，獲得以下結論： 一、提問式教學打破傳統教學模式，將發言及學習權還給學生，啟發學生的自學能 力。 二、提問式教學對於學生「擷取與檢索」、「統整與解釋」及「省思與評鑑」三層 次的閱讀理解能力均能有所提升。 三、學生對於教師使用提問式教學融入國文課程，能持有正面評價，且會嘗試做為 自己的閱讀策略。 四、教師使用提問式教學時，可使教學更有組織架構且進行更為流暢。 五、提問式教學融入各科課程為趨勢，雖有實施困難但仍可思考對策。 根據研究結果，研究者提出對於教學與研究方面的建議，提供相關人員進行教學與後續研究之參考。

This research takes " the PISA reading comprehension process " as question-designed levels of questioning-instruction, which is integrated into Chinese course teaching in a 7th-grade class containing thirty students to discuss the development of students’ reading comprehension, feedback, evaluation, and teacher’s retrospections and growth. Case study is adopted as an approach designed and implemented with tools of journals of retrospection, students' homework, classroom observation record, questionnaire of students' feedback to the teaching activities and interview records. In this research, it takes varieties of ways of gathering and analyzing answers by students to generalize conclusions as follows: 1.Questioning-instruction changes the patterns of the traditional teaching, gives back students the right to speak and learn, and inspires the students’ self-learning ability. 2.Questioning-instruction can promote students’ reading comprehension at following three levels : “capture and retrieval”, “integration and interpretation”, and “reflection and evaluation”. 3.Most students reserved positive comments toward questioning-instruction and expressed they would take it as reading strategies. 4.Questioning-instruction can empower teachers more skills of organization and fluency. 5.Integrating Questions-instruction into the curriculum of each subject is a trend. Despite of some difficulties and restrictions, it could be overcome by relevant strategies. The result of this study will make some suggestions for teaching and further research in future curriculum design and implementaion.