自我提問策略應用於國小五年級課文...
Transcript of 自我提問策略應用於國小五年級課文...
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The Qualitative Study of Self-questioning Strategy
Applied on Fifth-grade Students Text-based Reading
Comprehension and Teaching
Abstract
The purpose of this study was to explore the applicability of applying
self-questioning strategy for text-based reading comprehension teaching of the 5th
graders of elementary school. After teaching process, explore opinions and feelings for
fifth-grade students of self-questioning strategy applied to Chinese language
curriculum.
They received forty-minutes self-questioning strategy instruction classes twice a
week, totaled eight weeks. Research tools were included: "student interviews outline" ,
and "self-questioning teaching feedback questionnaire". During the research process,
included: video recording, audio recording, student practice sheets of self-questioning,
student interviews and student feedback questionnaires. During the course of the study,
the qualitative way was used to analyze and discuss. In addition, percentage of teaching
feedback questionnaire data analysis and interpretation, to supplement the qualitative
information of this study.
Conclusions are summarized as follows:
1. Self-questioning strategy was used in text-based reading comprehension teaching is
feasible, and enhanced students' participation in class discussions. In the learning of
self-questioning strategy , students were changed to be the main askers and learners.
The different structures of the article should be learning by different practice sheets,
in order to achieve the effect of self-questioning.
2. In order to achieve the effect of discussion, the teaching process adopt a gradual
release of responsibility direct method, and supplemented the group discussion
cooperation guidance.
3. Students' reading habits and frequency can be changed through guidance-teaching
and education..
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4. Students in the preview stage, ask questions while leveling the question, not only
cultivate active thinking attitude toward learning, but also to help the majority of
students asked questions helpful for reading comprehension, while improving the
question's level and the quality of self-questioning.
5. Students' common problem is to ask incomplete and unclear questions, or ask a
question not the case with the text of the link in the early stages of learning. It can
be improved through teacher's inquiry and demonstrations.
6. Students enjoy using self-questioning strategy and think using self-questioning
strategy were helpful for reading comprehension.
Regarding the conclusions above, the researcher made recommendations to
educators and actions for the future.
Keywords: self-questioning, text-based reading comprehension,
reading comprehension
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?
-
93
?
:
4-5
S2 S4 S5 S10
S13S14S15
S16S19
S7S12S16S17
S18S19
S3S5S6S11
S13S19
S1S2S3S5
S8S9S10S13
S15S18S19
9 (47%) 6 (32%) 6 (32%) 11 (58%)
:
S1:(-2-1050627- S1)
S2:(-2-1050627- S2)
S3 (-2-1050627- S3)
S10 (-2-1050627- S10)
S13 (-2-1050627- S13)
S15 (-2-1050627- S15)
S19 (-2-1050627- S19)
:
()
:
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4-6
:
S2S3S7S8
S10S13S14
S15S16S17
S2(-2-1050627-S2)
S3(-2-1050627-S3)
S7(-2-1050627-S7) ()
-
94
S18S19
12
(63%)
S10
(-2-1050627-S10)
S14(-2-1050627- S14)
S17(-2-1050627-S17)
S18((-2-1050627-S18)
S19(-2-1050627-S19)
:
58%
63%(2011)
:
:
()
:
S5: (-1-1050418-S5)
S15:
(-1-1050418-S15)
S5 S15 (18/2017/20)
()
:
-
95
4-7
S2S3S5S8
S10S15S13
S18
S3S8S9S10
S11S14S15S17
S19
S1S2S3S4S5S6S7S8
S10S11S12S13S15S16S17
S18S19
S10(-2-1050627- S10)
S15 () (-2-1050627- S19)
S2(-2-1050627- S2)
S5(-2-1050627- S5)
S13(-2-1050627- 13)
S18(-2-1050627- S18)
S3(-2-1050627- S3)
S8(-2-1050627- S8)
S19(-2-1050627- S19)
S11(-2-1050627- S11)
S2(
(-2-1050627- S2)
S3(-2-1050627- S3)
S5
(-2-1050627- S5)
S8(-2-1050627- S8)
S10(-2-1050627- S10)
S15(-2-1050627- S15)
S11((-2-1050627- S11)
S19 (-2-1050627- S19)
:
(S3S8S10S15)
(S2S5S13S18)( S11
S17S19)(S9S14)(S1S4
S6S7S12S16)(2015):
-
96
S5 S15
! S5
S15
1.2.
3.4. 5.
()
4-8 4-9:
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97
4-8
7(40%) 8(42%) 11(58%) 5(26%) 6(32%)
1. 1.:
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S2(-2-1050627- S2)
S15(-2-1050627- S15)
S18(-2-1050627- S18)
2. 2.:
S2(-2-1050627- S2)
S6(-2-1050627- S6)
3. 3.
4.
5. 4.
6. S15(-2-1050627- S15)
7. 5.
S7(-2-1050627- S7)
S17(-2-1050627- S17)
:
4-9
14 (74%) 8 (42%) 3 (16%) 5 (26%) 4 (21%)
S1(-2-1050627- S1)
S9 (-2-1050627- S9)
S15(-2-1050627- S15)
S17good (-2-1050627- S17)
-
98
S2(-2-1050627- S2)
S3(-2-1050627- S3)
S8(-2-1050627- S8)
S10 (-2-1050627- S10)
S14(-2-1050627- S14)
S15
(-2-1050627- S15)
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S16((-2-1050627- S16)
S15:(-2-1050627- S15)
S18(-2-1050627- S18)
S15:
:(2015):
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42%
S2
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99
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1.
1
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100
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1.
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3.
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101
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(S3S11)
3.
(2015):
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4.
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S8:
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102
(-1050318-) S19S18
S19::
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58%
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103
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S5 S15
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S15
:
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1. 35%
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2. 58%
16%
32%
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104
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3.: 77.77%
26%
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105
()
-
:
:
()
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106
()
()
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58% 63%:
()
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107
:
S5 S15
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42%
2. 58%
16%
:
3.: 77.77%
26%
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108
()
Reading to learn9-13
()
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()
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109
()
!
()
S5 S15
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S15
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():
-
110
()
()
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111
(2012)
(1997)
(2015) -
2007
2005New Dictionary of Education
(2015)
http://study.naer.edu.tw/UploadFilePath/dissertation/l019_05_0864.pdf
2010
(2014)
(2000)
(2006)
(2008)
(PIRLS 2006 )
NSC97-2511-S-008-007
(2012 10 )
3916-19
(1995)
(1987):
(2014)
(2008) 18 :
-
112
(2011)29(3)83-90
(2004)
(2003)Ausubel
( 217-248)
1994
(2010)
(2015 )-
2008
2002
(2008)
2011a
(2011b)-
(2012)-
(2014)
(2010)
1991
2008
(2015) http://wd.naer.edu.tw/study/39/3-1.htm
2015 11 21
http://140.127.56.86/pair_System/Search_index.aspx?PN=Download
1989
(2005)-
(2013)-
9213-244
(2013)
-
113
(2000)
(2011)
2008
2008
(2008)
821-36
2007
Kenneth S. Goodman(1996)()(
1996
Robb,Laura.(2003)()(
2000)
Warren Berger(2014)()(
2014)
-
114
Gagn, E. D.(1985) The cognitive psychology of school learning. Boston: Little, Brown
and Company.
King, A. (1989). Effects of self-questioning traning on college student's comprehension
of lectures. Contemporary Education Psychology, 14(4), 366-381.
King, A. (1994). Guiding knowledge construction in the classroom: effect of teaching
children how to question and how to explain. American Education Research
Journal, 31(2), 338-368.
Palincsar Brown, D. A. (1987) Enhancing instruction time through attention to
metacognition. Journal of Learning Disabilities, 20(2), 66-75.
Palincsar, A. S. & Brown, A. L. (1984). Reciprocal teaching of
comprehension-fostering and comprehension-monitoring activities. Cognition and
Instruction, 1, 117-175.
Pearson, P. D., & Johnson, D. D. (1978). Teaching reading comprehension. New York
Holt, Rinehart & Winston.
Rosenshine, B. Meister, C. (1994). Reciprocal teaching: A review of the research.
Review of Educational Research, 64(4), 479-530.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Cambridge, MA: Harvard University
Wong, B.Y.L. (1985). Self-questioning instructional research. A review of Educational
Research, 2(55), 227-268.
Yang, M. (2006). A critical review of research on questioning in education: limitation of
its positivistic basis. Asia Pacific Education Review, 7(2), 195-204.
-
115
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7 1 2 3 4
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15
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