英文摘要 |
Reading in the students' learning process plays an important role. In teaching reading, teachers aim to develop students' abilities in word recognition and reading comprehension. This study, applying the concept of scaffolding learning, attempts to use classroom feedback system in story grammar instruction to explore the impacts on first grade students' reading comprehension abilities when introducing technology and gradually adopting the story grammar strategy. The subjects of this study were a class of 27 students in the first grade of an elementary school in Tainan. City In this study, relevant literature was reviewed to understand the characteristics of story grammar instruction and classroom feedback system, and then experiments in reading instruction were conducted for ten weeks. The main findings of this study were as follows: (a) Classroom feedback system integrated into story grammar instruction had a positive influence on first grade students' reading comprehension abilities.(b) Students' attitudes toward classroom feedback system integrated into story grammar instruction were positive. |