應用角色扮演教學法提升國小偏鄉學童閱讀理解之行動研究 = An action reasearch of using role playing to improving the studens in rural area on reading comprehensive ability

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題名:
應用角色扮演教學法提升國小偏鄉學童閱讀理解之行動研究 = An action reasearch of using role playing to improving the studens in rural area on reading comprehensive ability
著者: 陳又琪
國立臺南大學教育學系課程與教學碩士在職專班
主題: 角色扮演教學法閱讀理解; role-playing reading comprehension ability
描述: 本研究採行動研究法，探討應用角色扮演教學法提升國小偏鄉學童的閱讀理解力之實施可行性及成效。研究者以任教學校五、六年級學生為研究對象，利用繪本設計一套運用角色扮演教學法為主的教學方案以改善學童的閱讀理解力，進行九週的教學研究。本研究所指的閱讀理解力係指「字、詞義的理解」、「文句推論理解」和「篇章文意的理解」，藉同儕教師回饋及協同教師的討論、研究者的反思、學童的回饋單、教學影片，輔以「研究者自編閱讀理解測驗」前後測分數進行分析，以歸納本研究所獲得之結論如下：一、本研究設計一套能改善偏鄉國小學童閱讀理解力的角色扮演教學方案，其步驟分為四個階段：學習階段、思維階段、表達階段與同儕理解回饋。二、接受角色扮演教學方案的偏鄉國小學童將有助於提升學童的閱讀理解力。三、研究者能在角色扮演教學方案中，針對研究者所面臨的教學困境，採取合適的解決策略，並有效解決教學問題。四、研究者在此教學方案中在「走進學生的生活脈絡理解學生」、「突破『班級之王』的教學困境」與「設計課程的專業」有專業上的成長。最後，研究者根據以上結論，對教師執行角色扮演教學法於提升學童閱讀理解以及未來研究提供具體建議。.
This study adopts the action research method and discusses the feasibility and effectiveness of applying the role-playing teaching method to improve the reading comprehension ability of students in rural areas. For the purpose of this research, the sample of the study uses the fifth and sixth grade students as the research object, and uses the picture book to design a course program that bases on role-playing teaching method to improve the reading comprehension ability of the children and conduct a nine-week teaching study. The reading comprehension in this study can refer to "the understanding of words and meanings", "understanding of textual meanings" and "understanding of sentence inferences", through peer-to-peer feedback and the discussions of collaborative teacher , researchers reflections , childrens feedback and the teaching video, supplement by the "researchers self-edited reading comprehension test". Use the before and after test scores to summarize the conclusions obtain by the Institute are as follows: I. The aim of this study is to develop a set of role-playing teaching program for improving reading comprehension of students in rural area. There are four stages: learning stage, thinking stage, expression stage and peer response stage. II. The role-playing teaching program can help to improve the reading comprehension of students in rural areas. III. In the role-playing teaching curriculum, the sample of the study can adopt appropriate solutions to the teaching difficulties and solve the teaching problems effectively. IV. The researcher has improved her professional teaching skills in “understanding students by walking in their lives,” “ breaking through the teaching difficulty of ‘King of the Class’,” and “curriculum design”. Finally, bases on the above conclusions, this study provide specific suggestions for teachers to implement role-playing teaching methods to enhance reading comprehension and future research.
出版者: 碩士論文--國立臺南大學教育學系課程與教學碩士在職專班.107學年度
建立日期: 民108[2019]
格式: iv,ix,152面 : 圖 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

應用角色扮演教學法提升國小偏鄉學童閱讀理解之行動研究 = An action reasearch of using role playing to improving the studens in rural area on reading comprehensive ability

陳又琪國立臺南大學教育學系課程與教學碩士在職專班民108[2019]

正在檢索遠程資料庫，請稍等

應用角色扮演教學法提升國小偏鄉學童閱讀理解之行動研究 = An action reasearch of using role playing to improving the studens in rural area on reading comprehensive ability

陳又琪 國立臺南大學 教育學系課程與教學碩士在職專班 民108[2019]

正在檢索遠程資料庫，請稍等

陳又琪國立臺南大學教育學系課程與教學碩士在職專班民108[2019]