探究「溝通式閱讀科學文本教學方案」對國小原住民低語文成就學生科學學習表現的影響

The Study of Communicative Reading Science Text Teaching Program for Science Learning Performance in Indigenous Students with Low Chinese Achievement

本研究目的以國小四年級原住民低語文學生為對象，設計溝通式閱讀科學文本教學方案，以探究對科學閱讀理解及對科學的態度的影響。採Schon(1983)的實務反省取向行動研究法，邀請9 位學生參與15 週、每週2.5 小時的科學閱讀教學方案，蒐集資料以量化統計及質性方法分析之。結果顯示透過行動研究之歷程，分析個案學生語文的基礎解碼技能問題會影響其科學閱讀理解和書寫動機，再透過閱讀方案的實施，對教學問題進行省思、調整以及檢核修正後的成效，學生在科學閱讀理解以及對科學的態度達顯著進步。教師專業成長為提升原住民學生的科學學習表現，宜使用原住民文化來設計科學閱讀的教材和評量、針對學生的學習風格，宜調整閱讀教學方案以及從地域性和族群文化特性來分析學生對科學的態度，最後研究者提出相關教學與研究的建議。

The purpose of this study was to design a communicative reading science text teaching program for indigenous students and to explore the effects of their science reading comprehension and attitudes toward science. This study employed "Practical Reflection Action Research". Nine indigenous students with low Chinese achievement were invited to join the science reading teaching program (2.5 hours each time, for a total of 15 times). Study data were then gathered for both quantitative and qualitative analyses. The findings presented that through the action study process, the teaching team was able to analyze the students’ weak Chinese basic decoding skill, which influenced science reading comprehension and writing motivation, and then designed a CRS program that combined the indigenous culture and science concepts to reflect and copy the teaching challenge. The indigenous students exhibited progress in science reading comprehension and attitude toward science. The teachers showed that it was important to use the indigenous culture to develop reading materials and evaluation tools, to adjust CRS from the indigenous students strengths and weaknesses of learning style, and to use regional and cultural features to analyze students attitudes toward science. Suggestions for instruction and study were also offered.