書談閱讀教學及其對國小五年級國語科低成就學童閱讀動機與自我概念影響之研究

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書談閱讀教學及其對國小五年級國語科低成就學童閱讀動機與自我概念影響之研究
著者: 楊麗秋; Yang, Li-chiu
黃秀霜; Hsiu-Shuang Huang; 教育學系課程與教學碩士班
主題: 閱讀動機; 書談閱讀教學; 自我概念; self-concept; book-talk reading teaching; reading motivation
描述: 本研究旨在探討書談閱讀教學對國小五年級國語科低成就學童閱讀動機與自我概念之影響，並進而驗證書談閱讀教學的可教性及其教學成效。希望藉此研究的發現，提供國小教師從事閱讀教學之參考，俾提高教學效果，增益學童學習效率。本研究採不等組前後測的準實驗設計，研究對象是國小五年級國語科的低成就學童，先以「中文年級認字量表」和「閱讀理解篩選測驗」作為篩選，再從篩選的對象中隨機分派至實驗組和控制組。實驗組利用晨光時間和上午第一節課實施書談閱讀教學；控制組則利用午休時間自行閱讀繪本簡報檔，共計十週，兩組學童均由研究者擔任教學。為了解教學前後不同組別學生的閱讀動機和自我概念有何改變，研究者以「閱讀動機問卷」和「國小兒童自我概念量表」對研究對象進行前、後測，並以前測分數為共變項，進行獨立樣本單因子共變數分析，比較兩組學生的閱讀動機及自我概念是否達到顯著；其次，以相依樣本t檢定各自比較實驗組和控制組前後測的差異，以了解此書談閱讀教學是否有成效；此外，研究者自編「閱讀學習單」以了解書談後學童閱讀與否的原因；當課程結束時，則填寫「閱讀回饋單」，以了解其對書談閱讀教學的看法；至於實驗組學童則還須填寫「學習心得單」，深入了解其對每個活動設計課程的看法。最後，挑選三個在閱讀動機與自我概念依變項改變最多和改變最少的學童進行訪談以了解差異的原因。本研究的主要結論如下：一、書談閱讀教學有助於提升國小五年級國語科低成就學童的閱讀動機。二、書談閱讀教學對於兩組學童的自我概念的提升無顯著差異。三、書談閱讀教學能增進學童對於閱讀課的喜愛。四、簡報檔的操作能激發學童的閱讀興趣。五、教師書談的技巧、讀物的提供會影響書談閱讀教學。六、書談閱讀教學對於實驗組改變最多與改變最少的學童其閱讀態度有所差異。
The purpose of this research was to explore the influence on reading motivation and self-concept from book-talk reading teaching toward fifth graders with low achievement on Mandarin subject, and to verify teachability and effects of book-talk reading teaching. The results of this research provided reference for elementary school teachers on how to conduct reading teaching to upgrade teaching effectiveness and to increase pupils’ learning efficiency. The study employed quasi-experiment with non-equivalent groups in the pre-test and post test design . The subjects were thirty-nine fifth graders with low achievement on Chinese subject. The test materials included the “Chinese Character Recognition Test” and the “Reading Comprehension Test”. While the experiment group applied the morning self-study hour and the first session to conduct the book-talk reading teaching, the control group used the noon break to practice a reading activity by browsing picturebook powerpoint slides themselves. Both programs were conducted for 10 weeks.In order to realize the changes of students’ reading motivation and self-concept, the “Reading Motivation Questionnaire” and “Self-concept Scale for Elementary School Pupils” were used to conduct a pre-test and a post-test . One-way Analysis of Covariance （ANCOVA）was employed to analyze the data, with the pre-test used as a covariate to verify the hypotheses. The t-test with dependent samples compared the difference between the pre-test and post-test of the two groups respectively to check if the book-talk reading teaching worked. “Reading Sheets” were utilized to identify the reasons why pupils would read after book-talk. “Learning Feedback Sheets” were then applied to clarify their views toward the book-talk reading teaching. “Learning Reflection Sheets” were used to gather the experiment group’s views about the book-talk program. Finally, the researcher interviewed three pupils who changed the most and the least on reading motivation and self-concept. The purpose of the interview was to further explore the discrepancy between those interviewees on reading motivation and self-concept.The conclusions of this research were as follows:1. Book-talk reading teaching was helpful to increase the reading motivation of fifth-grade elementary school pupils with low achievement on Chinese subject.2. Book-talk reading teaching provided no significant difference on increasing self-concept of the subjects.3. Book-talk reading teaching can enhance pupils’ liking for reading programs.4. An application of powerpoint files can inspire pupils’ interest in reading. 5. Teacher’s book-talk skills and provision of reading materials influenced book-talk reading teaching.6. For the pupils who changed the most and the least through book-talk reading teaching, their reading attitudes turned out to be different .
碩士
建立日期: 2008
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2556
資源來源: NUTN IR

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書談閱讀教學及其對國小五年級國語科低成就學童閱讀動機與自我概念影響之研究

楊麗秋; Yang, Li-chiu 黃秀霜; Hsiu-Shuang Huang; 教育學系課程與教學碩士班 2008

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