不同閱讀教學方法對國小學生閱讀動機及班級閱讀氣氛影響之比較研究

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題名:
不同閱讀教學方法對國小學生閱讀動機及班級閱讀氣氛影響之比較研究
著者: 莊佩玲; Chuang, Pei-Ling
鄒慧英; Hui-Ying Tzou; 國民教育研究所
主題: 小組討論閱讀教學法; 靜讀教學法; 閱讀動機; 班級閱讀氣氛; group discussion reading instruction; sustained silent reading instruction; reading motivation; classroom reading climate
描述: 本研究旨在探討小組討論閱讀教學法與靜讀教學法的實施對國小學生閱讀動機及班級閱讀氣氛的影響，其次，探討班級閱讀氣氛與閱讀動機間的相關，最後，再根據研究結果提出國小閱讀教學實施之具體建議。本研究以六年級三個班級的學生為研究對象，一班為實驗1組，進行小組討論閱讀教學法；一班為實驗2組，進行靜讀教學法；一班則為控制組，不進行閱讀教學。整個實驗為期十一週，實驗組共計進行三十二節課。三組學生於教學進行前後，均需接受「閱讀動機量表」、「班級閱讀氣氛量表」與「閱讀狀況調查問卷」的前後測測量。再以單因子共變數分析、Pearson積差相關及描述統計進行資料的分析討論，並獲致結論。本研究主要的研究結果如下：一、不同閱讀教學方法對學生閱讀動機的影響 1. 接受小組討論閱讀教學的學生與接受靜讀教學的學生其閱讀動機並無顯著差異。 2. 接受小組討論閱讀教學的學生其閱讀動機高於未接受閱讀教學的學生。 3. 接受靜讀教學的學生其閱讀動機高於未接受閱讀教學的學生。二、不同閱讀教學方法對班級閱讀氣氛方面的影響 1.接受小組討論閱讀教學法的學生所覺知到的班級閱讀氣氛優於接受靜讀教學的學生。 2.接受小組討論閱讀教學法的學生所覺知到的班級閱讀氣氛優於未接受閱讀教學的學生。 3.接受靜讀教學的學生所覺知到的班級閱讀氣氛優於未接受閱讀教學的學生。三、班級閱讀氣氛與閱讀動機的關係班級閱讀氣氛與閱讀動機間呈顯著正相關，相關值達.67，即表示學生所覺知到的班級閱讀氣氛越高，其閱讀動機亦越高。四、閱讀狀況調查問卷的回饋（一）閱讀行為方面經前後測比較，小組討論組與靜讀組學生每週閱讀課外讀物的時數均略增，但控制組學生稍有減少；靜讀組學生每月閱讀課外讀物量稍增，而小組討論組與控制組學生閱讀量略微減少；靜讀組學生去圖書館的次數略微提高，小組討論組與控制組學生前往的次數沒有增加。另外，小組討論組學生閱讀書籍的類型較其他兩組學生多樣化。（二）學生對小組討論閱讀教學法所提供的意見學生覺得小組討論閱讀教學最大的優點是「互相討論，可以腦力激盪」；缺點多與「同學不參與討論」、或「有人不合作」等缺乏合作精神的問題有關。最喜歡的活動是「安靜閱讀」；最不喜歡的活動是「心得分享」，由此閱讀教學中所得之最大收穫為「看書可增加知識」。（三）學生對靜讀教學法所提供的意見學生表示靜讀教學最大的優點為「可自由地選自己想看的書來閱讀」；最大的缺點為「閱讀類型窄化，只會挑自己喜歡的類型閱讀」。從靜讀活動中所獲得的最大收穫為「增廣見聞、增加知識」。五、靜讀班級閱讀紀錄表的回饋靜讀班級學生於實驗教學期間平均每人閱讀29.75本書，閱讀類型以童話故事類最多，所閱讀的書籍多從班級圖書櫃中選出。最後，針對本研究的研究限制進行說明，並根據研究結果提出具體建議，以供學校、教師及未來研究者參考。
The purpose of this study is to explore the effects of the group discussion and the sustained silent reading instruction on elementary students’ reading motivation and classroom reading climate. Moreover, the study explicates the relationship between classroom reading climate and reading motivation. Finally, it proposes specific suggestions for implementing reading instruction in elementary school from the results of the study. The subjects were sixth-grade students of three classes. The experimental group 1 was given the group discussion reading instruction; the experimental group 2 was provided the sustained silent reading instruction; the control group didn’t offer any reading instruction. The whole experimental instruction had lasted for eleven weeks. Before and after the instruction, the three classes of students were administered the “Reading Motivation Inventory”, the “Classroom Reading Climate Inventory”, and the “Reading Situation Questionnaire”. The major findings of the study are presented as follows. 1. Reading motivation: (1) No significant difference was found between experimental group 1 and experimental group 2. (2) Experimental group 1 had stronger reading motivation than control group. (3) Experimental group 2 had stronger reading motivation than control group. 2. Classroom reading climate: (1) The experimental group 1 had better classroom reading climate than experimental group 2. (2) The experimental group 1 had better classroom reading climate than control group. (3) The experimental group 2 had better classroom reading climate than control group. 3. The relationship between classroom reading climate and reading motivation: There was a positive relationship between classroom reading climate and reading motivation. 4. The feedback of “Reading Situation Questionnaire”: (1) Reading behavior: Experimental group 1 and experimental group 2 spent more time reading, while control group spent less time reading than before. Experimental group 2 read more books than before, while experimental group 1 and control group didn’t. Experimental group 2 went to the library more frequently than before, while the other two groups didn’t. Experimental group 1 had a broader range of reading than experimental group 2 and control group did. (2) The students’ opinions of group discussion reading instruction: The greatest advantage was “we can discuss and brainstorm with one another.” The most serious drawback was about the problems of team spirits. Students’ most favorite activity was “silent reading”, and the most unpleasant was “sharing something with one another”. The greatest gain was the increasing of students’ knowledge. (3) The students’ opinions of sustained silent reading instruction: The greatest advantage was “we can choose books to read by ourselves.” The most serious drawback was that the range of reading was narrow down. The greatest gain was the increasing of students’ knowledge. 5. The feedback of “Reading Record”: Students in experimental group 2 read 29.75 books on average. They usually read fairy tales, and they usually chose books from the bookcase in the classroom. Finally, based on the findings of this study, several suggestions for administrators, teachers, and further researchers are described and discussed.
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建立日期: 2002
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4895
資源來源: NUTN IR

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不同閱讀教學方法對國小學生閱讀動機及班級閱讀氣氛影響之比較研究

莊佩玲; Chuang, Pei-Ling 鄒慧英; Hui-Ying Tzou; 國民教育研究所 2002

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