教育學報



兒童讀本結合全語言閱讀教學與鷹架學習概念運用於國小國語課程之學習成效探討

2016.第44卷第2期(Vol. 44 No. 2).pp. 27–50
 

兒童讀本結合全語言閱讀教學與鷹架學習概念運用於國小國語課程之學習成效探討

The Study of Integrating Children Books with Whole Language Reading Strategies and the Scaffolding Concept in Elementary Chinese Reading Classes

蘇雅珍(Ya-Chen SU)

摘要

閱讀是一切學習的主要基礎。兒童可藉由閱讀吸取知識、促進學習與成長。本研究以台灣南部某國小兩班五年級學生為研究對象,進行「童書結合全語言閱讀教學與鷹架學習概念」融入國語文課程的教學實驗,一班為「實驗組」,另一班為「對照組」。研究發現:(1)教學實驗後兩組間國語文閱讀理解能力與閱讀動機有顯著差異;(2)教學實驗前、後「實驗組」本身國語文閱讀理解能力與閱讀動機有顯著差異;(3)「實驗組」學生喜歡教師的課堂活動安排;(4)「實驗組」學生的閱讀行為變得主動積極,喜歡閱讀故事書。本研究結果期能為國小教師、專家、學者,提供對童書結合全語言閱讀教學與鷹架學習概念融入國語文課程的參考。

關鍵詞:閱讀教學;國語文教學;全語言教學;鷹架學習;童書運用

Abstract

Reading is fundamental to language learning. Children can also acquire knowledge through reading. This study aimed to explore the effect of integrating children literature with whole language reading strategies and the scaffolding concept into Chinese reading classes on Taiwanese students’ learning motivation and attitudes. Two teachers who teach Grade 5 students agreed to participate in this study. One class of 31 students received the experimental study and was the experimental group whereas another class of 32 students served as the control group. There are four findings: (1) significant differences existed between the experimental and control group in reading comprehension proficiency and learning motivation; (2) students’ reading comprehension proficiency and learning motivation in the experimental group significantly increased; (3) students in the experimental group enjoyed the teacher’s class arrangement; and (4) students in the experimental group became more active and enjoyed reading books after the study. This study helps elementary teachers, educators, and specialists develop an understanding of the possibility of implementing children literature, whole language reading strategies, and the scaffolding concept into Taiwan’s elementary Chinese reading classes.

Keywords: reading instruction; language teaching; whole language; scaffolding learning; children literature