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| Title: | 透過教師自行設定的順序性圖像化組織表格與學生提出的問題促進國小學童英語繪本故事理解能力：專業實務報告
Using a Sequence Organizer and Student-Generated Questions for Facilitating Reading Comprehension of a Picture Book in an Elementary School Class: A Project Report |
| Authors: | 張嘉恩
Chang, Chia-En |
| Contributors: | 招靜琪
Chao, Chin-Chi
張嘉恩
Chang, Chia-En |
| Keywords: | 順序性圖表
學生產出的閱讀理解問題
閱讀理解
英語繪本
國小課堂
sequence organizers
student-generated reading comprehension questions
reading comprehension
picture book
elementary school |
| Date: | 2025 |
| Issue Date: | 2025-06-02 14:35:04 (UTC+8) |
| Abstract: | 在國小階段，資訊化圖表時常作為幫助學生統整閱讀資訊的重要輔助工具，特別是在英語課堂上，教師會使用心智圖來幫助學生整理英語繪本中的單字資訊，或是帶領學生使用心智圖找出英語繪本中的核心主題。但相較於閱讀國語文本時，教師會帶領學生讀出內容中事件的發生順序，並讓學生從中覺察出故事大綱。在筆者個人的英語教學經驗中，比較少採取上述的方法，因此本技術報告希望在教學中導入順序性圖表的使用，並搭配學生自己產出的閱讀理解問題，希望能提升國小學童在英語繪本上的閱讀理解力。
本文以技術報告的形式，聚焦於學生英語理解力普遍都在中間程度且定期有在執行英語繪本教學的班級，嘗試進行使用順序性圖表為主，搭配學生自主性的提問，觀察學生在英語繪本上的閱讀理解力變化。資料來源為2023年八月到2024年一月，維持一學期的教學計畫，內容包括教師的課堂紀錄與教學省思、學生分組產出的閱讀理解問題、個別學生在教師創造的順序性圖表學習單等。經由以Baker’s theory of reading comprehension guidance為框架，分析不同閱讀理解程度的學生在兩次閱讀理解問題的差異，以及觀察分析他們如何使用教師創造的順序性圖表學習單來幫助他們產出閱讀理解問題，探討這兩樣教學策略在學生的閱讀理解歷程中扮演怎樣的角色。
筆者經由課堂觀察和學生的學習表現觀察到，因為教學時間的零碎化以及活動設計上未能顧及到不同程度學生間的概念吸收速度，導致實際的教學成果與預期效益有所落差。根據此技術報告成果，建議在使用順序性圖表時，需要配合不同程度的學生，設計有差異性的教學體驗活動，讓他們能因著個人學習步調，使用順序性圖表增進閱讀理解力。此外，採用學生自主產出問題的方法，確實能增進不同程度學生的閱讀理解力。如果能提供更多機會，讓不同程度學生相互交流自行產出的閱讀理解問題，應有助於開拓學生的閱讀理解層次。相信有意從事類似教學計畫的教學者，將能從此報告得到更多教學上的啟發。
In elementary school, graphic organizers are often used as essential tools to help students organize reading information. Particularly in English classes, teachers use graphic organizers to assist students in organizing vocabulary from picture books or highlighting the core themes of these books. However, compared to reading texts in Chinese classes, where teachers guide students to identify the sequence of events and understand the overall story structure, I’ve seldom used this approach in my teaching. Therefore, the goal of this study is to determine if incorporating sequence organizers and student questions can enhance elementary students' reading comprehension of English picture books, an approach I have not previously implemented in my classroom.
This technical report focuses on a class where students have an intermediate level of reading comprehension and regularly engage in picture book teaching. The report attempts to use sequence organizers as the primary instructional method, combined with student-generated questions, to observe changes in students' reading comprehension of picture books. Data was collected from the teaching plan for the August 2023 to January 2024 semester, including my class observations and reflections as a teacher, group-generated reading comprehension questions, and individual students' work on teacher-created sequence organizers worksheets. Using Baker's theory of reading comprehension guidance as a framework, this analyzes the differences in reading comprehension questions between students of different levels and observes how they use a teacher-created sequence organizer worksheet to generate questions. The objective is to explore how these two teaching strategies were helpful in the students' reading comprehension process.
The report found that the fragmented teaching time and the lack of consideration for the different learning paces of students of varying levels of reading comprehension led to a discrepancy between the actual teaching outcomes and my expectations for the students' performance. Based on the findings of this report, it is recommended that when using sequence organizers, differentiated instructional activities should be designed to accommodate students of different levels, allowing my students to use sequence organizers to enhance their reading comprehension at their own pace. Additionally, while the generation questions did improve students' reading comprehension across different levels, providing more opportunities for students of different levels to generate their own questions would further improve their reading comprehension. It is believed that future educators interested in similar teaching projects can gain more pedagogical insights from this technical report. |
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| Description: | 碩士
國立政治大學
英語教學碩士在職專班
110951015 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0110951015 |
| Data Type: | thesis |
| Appears in Collections: | [英語教學碩士在職專班] 學位論文
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