[[alternative]]An action research on enhancing third-grade students' reading comprehension by questioning instruction

碩士[[abstract]]國小課堂常用講述法，由老師提問，學生回答，學生在課堂上的主體性相對不足，因此研究者試圖以提問教學貫串國語課的學習，期使學生透過學習提問，增加對課文的理解，並增進主動參與學習歷程。 本研究採取行動研究法，利用觀察、訪談及學習單等蒐集資料方式，藉由教師省思札記，紀錄自己的教學與思考歷程。研究對象為臺北市安安(化名)國小三年六班學童，共24名學生，研究歷經四階段：1.蒐集資料與文獻探討；2.研擬第一階段教學架構，實施教學並修正；3.研擬第二階段教學架構，實施教學活動；4.提出結論與建議。最後獲得以下的結論： 1.透過提問教學，可提高國小學生問問題層次，並能提昇閱讀理解能力。 2.實施提問教學，讓學生的閱讀理解由原本集中在文本內容瞭解，擴充到邏輯推理與創造思考層面。 3.教師教學省思:研究歷程中發現，教學前妥善規劃，教學中擴大同儕交流討論，教學後增加學生提問機會，及親師之間密切合作，更是有助於學生閱讀理解能力的提升。 根據以上研究結果，研究者提出教學實務與未來研究之兩方面建議，期望作為國小教師及未來相關研究之參考。 關鍵詞：提問策略、閱讀理解能力、行動研究[[abstract]]In elementary school classrooms, “The Direct Instruction”, which means asking questions by a teacher and replying by students, is commonly used. As a result, students are not the center and master of learning. Therefore, a teacher is suggested to use the “Questioning Instruction” in Chinese language courses. Thus, by learning how to raise questions, students not only improve their text comprehension but also enhance their participation in Chinese language courses. This research adopts the “Action Research” and collects data from field observations, interviews and questionnaires for recording the progress of researchers’ teaching and thinking. The subjects are 24, third grade-sixth classroom of Ann-ann elementary school in Taipei city. The research is performed into four steps: (1) data collection and literature survey, (2) the first round teaching activities and modification, (3) the second round teaching activities and reflection, (4) make conclusions and suggestions. The conclusions are made in the following: 1. Through the teaching of questioning, the level of students’ questioning ability increased as well as their reading comprehension. 2. In response to the teaching of questioning, students extended their reading comprehension that originally restricted to textbooks to logical deduction and creative thinking. 3. Being teachers’ self-examination, it was found that a good planning before teaching, an enlarged inter-discussion among teachers during teaching, and increasing students’ questioning chance as well as the teacher-parents corporation, promoted students’ reading comprehension. Based on the above results, the authors have proposed suggestions in teaching practice and future research. They provided reference and guidelines for elementary school teachers. Keyword: Questioning Instruction, Reading comprehension, Action Researh[[tableofcontents]]目次………………………………………………………………………….. i 表次………………………………………………………………………….. iii 圖次………………………………………………………………………….. v 第一章 緒論………………………………………………………………… 1 第一節 研究背景與動機……………………………………………… 1 第二節 研究目的與問題……………………………………………… 6 第三節 名詞釋義……………………………………………………… 7 第四節 研究範圍與限制……………………………………………… 8 第二章 文獻探討…………………………………………………………… 10 第一節 閱讀理解……………………………………………………… 10 第二節 提問理論與問題層次………………………………………… 18 第三節 提問策略與閱讀理解的相關研究…………………………… 27 第三章 研究方法與流程…………………………………………………… 37 第一節 研究方法……………………………………………………… 37 第二節 教學活動設計………………………………………………… 39 第三節 研究場域與研究對象………………………………………… 57 第四節 研究架構與研究流程………………………………………… 58 第五節 研究工具……………………………………………………… 62 第六節 研究資料分析………………………………………………… 64 第四章 研究結果…………………………………………………………… 70 第一節 第一階段實施歷程結果……………………………………… 70 第二節 第二階段實施歷程結果……………………………………… 88 第五章 結論與建議………………………………………………………… 143 第一節 結論…………………………………………………………… 143 第二節 建議…………………………………………………………… 145 參考文獻……………………………………………………………………. 148 附錄………………………………………………………………………..… 153 附錄一：教學活動設計………………………………………………… 153 附錄二：天才小老師問題提問單……………………………………… 160 附錄三：課文提問分析表……………………….………………….… 162 附錄四：文本內容……………………………………….………….… 166 附錄五：小組提問單…………………………………………………… 171 附錄六：學生訪談大綱………………………………………………… 174 附錄七：教室觀察紀錄表……………………………………………… 175 附錄八：後測提問分析表……………………………………………… 176 附錄九：學習調查表…………………………………………………… 178 附錄十：實施回饋教學回饋單………………………………………… 179[[note]]學號: 799730105, 學年度: 10