通過ACEF評價策略提升評價能力的閱讀教學研究

A Study on Improving Evaluation Competency through ACEF Evaluative Reading Strategy

評價能力既是高階思維能力的體現，也是教材設計與閱讀理解評估中所涵蓋的主要部分，因此在學校的語文能力評估或國際閱讀測試如PISA中屬於常見的考察環節。此研究所指的評價能力是在理解語篇意義的基礎上，對人物與思想內容進行價值判斷，提出個人看法並說明原因。它是閱讀理解教學中重要的一環，但目前關於評價能力的教學設計較爲少見，也缺乏已證實有效的研究。本研究設計出ACEF評價性閱讀策略，由分析題型（Analyze）、聯結語篇（Connect）、評價架構（Evaluate）、反饋評估（Feedback）這4個環節形成從分析到評價的教學流程，結合評價題的題型分析與評量表設計，進行課堂實踐以觀察此教學設計的成效，並通過準實驗研究的方式進行實驗組與對照組的前、後測，實驗組的進步顯著優於對照組，從量化數據和質性資料上均證實該策略能有效地提升學生的評價能力。本研究的目的在於進行ACEF評價性閱讀策略的教學實踐與研究，爲教學領域提供具備可操作性及有效性的教學策略，提升學生的評價能力，也爲研究領域提供關於評價能力的量化數據及質性資料，豐富閲讀理解及高階思維的相關研究成果。

Evaluation competency is an essential component of reading comprehension as well as higher order thinking competency. Discourse-based evaluative reading is to make judgment towards certain concept with the support of critical and well balanced elaboration. But few studies have been conducted to develop relevant teaching strategy and prove its positive effect. Therefore this study designs the ACEF teaching strategy to enhance the teaching of evaluative reading. ACEF teaching strategy is formed by 4 teaching steps including analyzing, connecting, evaluating, and feedback. The teaching design also includes the features analysis of 2 evaluation question types and rubrics for assessment of evaluation competency. This study aims at constructing systematic teaching strategy and assessment of evaluative reading, so that the efficiency of teaching and students' evaluation capability can be enhanced. Through the quasi-experimental research implemented in a school over a span of 1 year, the quantitative and qualitative data had proved that ACEF strategy can improve students' evaluation capability significantly.