故事結構實驗教學對偏鄉國小學童認字能力及閱讀理解之研究 = The study of the effects of story structure instruction on word recognition and reading comprehension in the Rural Elementary School

傳送到

題名:
故事結構實驗教學對偏鄉國小學童認字能力及閱讀理解之研究 = The study of the effects of story structure instruction on word recognition and reading comprehension in the Rural Elementary School
著者: 葉孟菁
國立臺南大學教育學系課程與教學教學碩士班.
主題: 故事結構實驗教學偏鄉國小認字能力閱讀理解; story structure instruction the rural elementary school word recognition reading comprehension
描述: 本研究旨在探究故事結構教學對偏鄉國小二年級學童認字能力與閱讀理解之影響。本研究採量化兼質性的研究方法，以高雄市六龜區某極偏遠國小的二年級的3位學生為研究對象，進行故事結構實驗教學；實驗教學共計十週，每週兩節課，共計二十節課。實驗教學過程依示範期、引導期及獨立期進行，本研究量化工具分別採用黃秀霜(2001)編製的「中文年級認字量表」與柯華葳、謝嘉恩、李俊仁(2019)編製的「2019版閱讀理解測驗」，進行實驗教學的前、後測；再輔以質性工具包含研究者改編Staal的「故事臉學習單」、王瓊珠(2010)「故事結構單」，及研究者自編的「教學觀察紀錄單」、「教學省思札記」來瞭解研究對象在「認字能力」和「閱讀理解能力」的表現。根據研究分析與討論，歸綸出本研究的結論如下：一、故事結構實驗教學有助於提升偏鄉小學二年級學童掌握故事結構能力。二、故事結構實驗教學有助於提升偏鄉小學二年級學童認字能力。三、故事結構實驗教學有助於提升偏鄉小學二年級閱讀理解能力。最後，研究者依據研究結論，對「故事結構實驗教學對偏鄉學童」的教學及未來研究提出建議，以作為未來教學者及相關研究之參考。
The study aimed to explore the effects of story structure instruction on word recognition and reading comprehension in the Rural Elementary School. This study adopted both quantitative and qualitative research methods. The research sbjects were three second grader rural elementary school students in Kaohsiung. The research sbjects were taught story structure instruction. The experiment lasted ten weeks. There were 40 minutes for each class, and two classes for each week. There were twenty classes in total. The experiment are three processes of teaching circle, teacher demonstration period, introductory period, and independence period. The quantitative data of this research was analyzed using two research tools including“Chinese Character Recognition Test”compiled by Hsiu-Shuang Huang (2001) and “2019 Reading Comprehension Tests ”compiled by Hwa-Wei Ko、Chia-Jen Hsieh、Chun-Jen Li (2005), was applied to the research subjects as the pre-/post- testing. The qualitative data was analyzed based on “The story face” adapted by the researchers and “Story Structure Sheet ”compiled by Chiung-Chu Wang. The researcher collected the “Teaching observation sheet” and “Teaching Saving Worksheet” during the teaching process and analyzing documents to evaluate students’ word recognition reading comprehension ability and reading comprehension ability. Based on the result, the following conclusions were suggested: 1. Story structure instruction enhanced the second graders which is in the rural elementary school to master the elements of story structure. 2. Story structure instruction enhanced the second graders which in the rural elementary school to elevate the word recognition ability. 3. Story structure instruction enhanced the second graders which in the rural elementary school to elevate the reading comprehension ability.
Finally, the researcher based on above the results and proposes practical suggestions for school teaching and research recommendations for the future research.
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.
建立日期: 2023[民112]
格式: [8],102面 : 圖,表 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

故事結構實驗教學對偏鄉國小學童認字能力及閱讀理解之研究 = The study of the effects of story structure instruction on word recognition and reading comprehension in the Rural Elementary School

葉孟菁國立臺南大學教育學系課程與教學教學碩士班. 2023[民112]

正在檢索遠程資料庫，請稍等

故事結構實驗教學對偏鄉國小學童認字能力及閱讀理解之研究 = The study of the effects of story structure instruction on word recognition and reading comprehension in the Rural Elementary School

葉孟菁 國立臺南大學 教育學系課程與教學教學碩士班. 2023[民112]

正在檢索遠程資料庫，請稍等

葉孟菁國立臺南大學教育學系課程與教學教學碩士班. 2023[民112]