平衡閱讀教學之行動研究

An Action Research of a Balanced Reading Instruction

本研究以某郊區學校五年級十位學生為研究對象，進行全語言教學結合字母拼讀之平衡閱讀教學行動研究，以了解如何在國內實施平衡閱讀教學，以及它對學生學習的影響。研究進行三個多月，每月上英文課三節。學期初先測試學生程度，然後挑選故事讀本，從其中挑選字母拼讀規則教學生，在教學過程中，仔細觀察學生反應，盡速寫下觀察要點，在每次教學之後，做反省檢討，撰寫教師手札，並配合學生作品，再調整教學。透過觀察紀錄、教師手札、訪談、心得表等方式收集資料；結果發現平衡閱讀教學有助學生的認字能力和對英文閱讀的喜愛；在教學方面，將圖畫故事書掃描，再透過電腦簡報進行分享閱讀教學活動，效果良好，而為了提昇教學效果，應該建立系統化的字母拼讀教學選擇原則，以協助教師在讀本和學生學習之間做更適當的教學規劃。

The participants of this study were ten fifth graders at a rustic elementary school. The purposes of this action study were to explore the implementation of a balanced reading instruction and its teaching effects. The study lasted more than three months. The students had three periods of English classes each week. In the beginning and the ending of the semester， the students’ English abilities were tested. The researchers chose the storybooks according to the test results in the beginning of the semester. Then， some phonics rules were chosen from the contents of the storybooks. During the teaching process the students’ behaviors and reactions were observed and recorded. After teaching， the researchers made reflections， wrote teachers’ journals， and moderated the teaching contents. The data were gathered by observation records teachers’ journals， interviews and the students’ feedback worksheets. The results showed that a balanced reading instruction was helpful to enhance the students’ word recognition ability and the motivation of English reading. As fro the teaching， using powerpoints for the shared reading was very useful. However， in order to improve the teaching efficiency， more systematic phonics teaching rules were needed to help the teachers make teaching plans between the students and the contents.