運用MAPS教學法於提升八年級學生英語閱讀理解成效之行動研究 = An action research on MAPS teaching strategy for improving the eighth graders’ English reading comprehension

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題名:
運用MAPS教學法於提升八年級學生英語閱讀理解成效之行動研究 = An action research on MAPS teaching strategy for improving the eighth graders’ English reading comprehension
著者: 陳水香
國立臺南大學教育學系課程與教學教學碩士班
主題: MAPS教學法英語閱讀理解閱讀理解成效行動研究; MAPS Teaching Strategy English Reading Comprehension the Effect of Reading Comprehension Action Research
描述: 隨著全球化的趨勢，為培養國家競爭力，英語教育發展深受教育當局及國人重視，聽、說、讀、寫四項技能中，閱讀是語言學習的知識來源，學習者必須先理解文本內容，方能從中擷取訊息、建構知識。本研究目的旨在探究英語閱讀課程導入MAPS 學法，運用其心智繪圖、提問策略、口說發表、同儕鷹架等教學模式，提升八年級學生英語閱讀理解之成效，並觀察學生課後延續運用MAPS教學法於閱讀文本之情形，以及瞭解研究歷程中，研究者在課程設計與教學實務工作的專業成長與反思。本研究採行動研究方法，研究對象為42位常態編班模式下的八年級學生，方案歷經三個循環階段，每一循環階段為期四週8堂英語閱讀課程，三循環含前導研究共計28堂，每堂45分鐘，方案介入前、後各實施英語閱讀理解成就評量前、後測，以相依樣本t檢定考驗閱讀成效顯著性，並透過研究對象訪談紀錄、課程回饋問卷、協同教師課室觀察紀錄、課程會議紀錄、研究者教學日誌、省思札記、軼事紀錄等質性資料，三角交叉檢證方案成效，歸納並分析本研究結論如下： 1. MAPS教學法之心智繪圖、提問策略、同儕鷹架、口說發表教學模式有助於提升八年級學生英語閱讀理解成效。 2. MAPS教學法在提升閱讀理解成效上，中、低成就學生進步情形優於高成就學生。 3. 學生願意於課後延續使用MAPS教學法。 4. 運用MAPS教學法於英語閱讀課程，研究者精進教學反思，提升課程規劃與解決問題的專業能力。依據上述結論，研究者對英語閱讀教學及未來研究提出建議，提供面對相同教學困境之教師參考。關鍵字：MAPS教學法、英語閱讀理解、閱讀理解成效、行動研究.
With the trend of globalization, to build up national competitiveness, the authorities concerned have been placed a high value on the development of English education. Among four skills, inclusive of listening, speaking, reading, and writing, reading is the source of knowledge of learning a language. Learners have to comprehend the text, extract information, and then construct knowledge. This study aimed to evaluate the effects of applying MAPS Teaching Strategy, including mind mapping, asking questions, presentation and scaffolding instruction, in eighth graders’ English reading curriculum. The researcher analyzed the changes on students’ English reading comprehension and observed the students’ aspiration to use MAPS Teaching Strategy in reading. In addition, the purposes of this study also assessed the researcher’s abilities of designing the curriculum as well as solving the teaching dilemmas and the researcher’s reflection of teaching and professional skills. The method to carry out this study was the action research. The participants in this study were 42 eighth graders in normal class grouping. This study was designed as three cycles, in total of 28 English reading classes lasted for 5 months. The participants were instructed in English reading comprehension with MAPS Teaching Strategy. Before the study, the participants took the English reading comprehension pretest. After 5-month learning with MAPS Teaching Strategy, they took the English reading comprehension posttest. The quantitative data were analyzed by dependent t-test. Furthermore, the researcher collected the qualitative data through participants’ interviews, curriculum feedback questionnaire, co-teaching partners’ observation records, curriculum meeting minutes, the researcher’s teaching journals, reflection notes, anecdotes during the teaching process, etc. According to the analyses, the results of this study were as follows: 1. The methods of mind mapping, asking questions,
出版者: 碩士論文--國立臺南大學教育學系課程與教學教學碩士班.106學年度
建立日期: 民107[2018]
格式: iv,xii,296頁 : 圖 ,表 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

運用MAPS教學法於提升八年級學生英語閱讀理解成效之行動研究 = An action research on MAPS teaching strategy for improving the eighth graders’ English reading comprehension

陳水香國立臺南大學教育學系課程與教學教學碩士班民107[2018]

正在檢索遠程資料庫，請稍等

運用MAPS教學法於提升八年級學生英語閱讀理解成效之行動研究 = An action research on MAPS teaching strategy for improving the eighth graders’ English reading comprehension

陳水香 國立臺南大學 教育學系課程與教學教學碩士班 民107[2018]

正在檢索遠程資料庫，請稍等

陳水香國立臺南大學教育學系課程與教學教學碩士班民107[2018]