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概念構圖教學策略對國中八年級學生英語閱讀態度及閱讀理解成效影響之研究 = The Effectiveness of Concept Mapping Teaching Strategy on English Reading Attitude and Reading Comprehension for Eighth Grade Students

謝明奇 國立臺南大學 民106[2017

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  • 題名:
    概念構圖教學策略對國中八年級學生英語閱讀態度及閱讀理解成效影響之研究 = The Effectiveness of Concept Mapping Teaching Strategy on English Reading Attitude and Reading Comprehension for Eighth Grade Students
  • 著者: 謝明奇
  • 國立臺南大學
  • 主題: 英語閱讀態度 概念構圖 英語閱讀理解; Englishreadingattitude conceptmapping Englishreadingcomprehension
  • 描述: 本研究旨在探討運用概念構圖教學策略於國中英語閱讀課程對學生英語閱讀態度及閱讀理解成效是否產生影響。研究者分析學生在接受實驗課程後於英語閱讀態度及閱讀理解成效表現，並訪談學生對於此課程方案之評價與所遇之困難，以及瞭解教學者在教學實施過程中所察覺之問題與自我省思與成長。 為了達成以上目的，本研究採用前實驗研究法之「單組前後測設計」，以臺南市梅花國中20名八年級學生作為研究對象。實驗學生先接受6週、8節課傳統講述式閱讀課程，隨後施予「英語閱讀態度量表」及「英語閱讀理解測驗」前測。接著研究者同樣實施6週、8節課實驗教學，將概念構圖策略融入閱讀課程，隨後對學生實施後測，並以相依樣本t檢定、獨立樣本t檢定分析處理量化資料。除量化資料外，研究者並以單元學習單、教學觀察日誌、教學省思札記、協同教師教學觀察及對學生與協同教師之訪談作為資料分析之輔助。本研究所獲致之結論如下： 1. 運用概念構圖教學策略於英語閱讀課程對學生整體英語閱讀態度及其中「英語閱讀認 知」及「英語閱讀外顯行為」有顯著正向改變，但其中「英語閱讀情意」未達顯著改變。 2. 運用概念構圖教學策略於英語閱讀教學對學生英語閱讀理解成效有顯著正向提昇，其中又以低分群學生進步程度顯著高於高分群學生。 3. 學生對概念構圖策略融入英語閱讀課程有正向評價，此課程方案有其可行性。 4. 在教學實施過程中所遇困難之處有其因應之道，教學者並能從中獲得成長。 基於以上研究發現，研究者提出建議與結論，以供未來教師及研究者之參考。.
    This study aimed to explore the effectiveness of concept mapping teaching strategy emerged into junior high school reading curriculum on students’ English reading attitude and reading comprehension. The researcher analyzed the changes on students’ English reading attitude and reading comprehension performances after the experimental curriculum. Also, the researcher tried to understand the students’ evaluation toward the curriculum and the difficulties they encountered. Besides, realizing what problems the teacher may encounter and how the teacher could deal with them were also the purposes of this study. To achieve the above purposes, this study adopted the “pre-experiment with one-group pretest-posttest design.” A total of twenty eighth grade students in MeiHua Junior High School in Tainan were recruited as participants. The students received traditional didactic English reading curriculum for 6 weeks, eight classes, at first. And then, they took “English Reading Attitude Questionnaire” and ”English Reading Comprehension Test” as pretests. After that, they received the experimental curriculum for the same period and took the same questionnaire and test as post-tests. The quantitative data were analyzed by dependent t-test and independent t-test. In addition, the qualitative data were collected through worksheets, the teaching logs, the teacher’s reflection notes, and the interview records with the students and the co-teaching teachers. Results of the study as followed: 1. After the experimental curriculum, there are significant differences on students’ “English reading attitude,” also on the parts of “English reading cognition” and “English reading behavior” parts, but no significant differences on the part of “English reading affection.” 2. After the experimental curriculum, there are significant differences on students’ “English reading comprehension abilities.” Especially for the lower achiev
  • 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.105學年度
  • 建立日期: 民106[2017
  • 格式: 162葉 : 圖 ; 30公分..
  • 語言: 中文
  • 資源來源: NUTN ALEPH
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