運用教師提問教學法、學生出題策略提升國中八年級學生閱讀素養之行動研究

劉思嫻

doi:10.6846/TKU.2016.00566

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运用教师提问教学法、学生出题策略提升国中八年级学生阅读素养之行动研究

The Effect of Questioning Instruction and Student-Generated Questions Strategy on the Eighth Graders’ Reading Literacy—An Action Research

刘思娴 , 硕士　　导师：吴纯萍　　

繁体中文 DOI： 10.6846/TKU.2016.00566

教师提问教学法；学生出题策略；阅读素养； the questioning instruction ； the student-generated questions strategy ； reading literacy

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摘要 │ 参考文献 (66) │ 国际计量

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In the 2009 PISA exam, Taiwanese students have poorer performance in reading than students in Hong Kong and Shanghai, especially in the categories of reflection and evaluation. Further examining their reading strategies, Taiwanese students show lower performance in the aspects of controlling and summarizing. Prior studies suggested that questioning instruction may guide students to think the reading from different perspectives while the student-generated question strategy may improve their skills in comprehension and comprehension monitoring during reading.Therefore this study aims to explore the effect of both questioning instruction, and the student generated question strategies on the eighth graders' reading literacy. The action research method is adopted. Nineteen eighth graders in a junior school in Taipei participated in this research. There are two phases of this study. First, both strategies were applied to four lessons, two in classical Chinese and two in written vernacular Chinese. The teaching plans were discussed and revised according to the implementation results of the first stage. In the second stage, the modified teaching plans were practiced in another four lessons. To evaluate the effect of both questioning strategies, students were interviewed, and observed and students’ feedback was collected by questionnaire after class.Students reading literacy was evaluated before and after class by the assessment modified from PISA 2006 and 2009.The findings are listed below. (1) students show positive perception toward the teacher-generated question instruction. They found that the course was interesting and allowed them to discuss and share opinions with their peers. (2) Students show positive perception toward the student-generated question strategy. They felt sense of achievement and the strategy allowed them to show their creativity. However, some students felt challenged to design questions on their own.  (3) According to the results of the pre-test and the post-test of reading literacy, both strategies have positive influence on improving students' reading literacy, especially in the categories of reflection and evaluation. The questioning instruction can increase students’ comprehension on the text, trigger their thought about the texts and clarify some key concepts of the texts for them. The student-generated question strategy can encourage them to read the texts several times and conclude the key points themselves and thus think from various perspectives.

参考文献 ( 66 ) 〈TOP〉

于富云、邱廷荣(2011)。网路学生出题策略应用於国小古典诗课程其成效之研究。教育科学研究期刊，56，99-128。
连结：
于富云、赖奕嬛(2014)。网路多元学生出题策略对国小学生认知策略与学习成就之影响。教育资料与图书馆学，51，1-33。
连结：
川胜亚纪(2011)。学生出题策略对非正规教育体制下成人日语学习成效之影响(未出版之硕士论文)。成功大学，台南市。
连结：
林宜篇(2011) 网路学生出题融入生命教育教学对国小学生学习成效之影响(未出版之硕士论文) 。成功大学，台南市。
连结：
安莲心(2011)。网路学生出题策略辅助外籍生华语学习之研究(未出版之硕士论文)。国立成功大学，台南市。
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使用DOI作为永久连结

引用含有DOI的文献

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。 如想对DOI的使用与概念有进一步了解，请参考 （ ） 。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。