運用合作學習「角色安排」培養學生閱讀理解能力的教學設計與實踐

Designing and Implementing Cooperative Roles in Reading Comprehension Instruction

本行動研究以一個小學五年級班級作為教學對象，探討合作學習角色安排應用於國語課文閱讀理解教學方案的教學設計與實施過程，並分析學生的學習成效。結果顯示：（1）合作學習角色安排的教學設計可分成有助於團隊運作的角色與有助於閱讀理解的角色兩類；（2）教學實施過程包括引導練習期與形成發展期兩個時期，前者重點在運用直接教學與角色任務卡，讓學生瞭解與掌握每種角色的執行步驟與技巧，後者重點在引導學生同時擔任兩種類型角色，靈活運用閱讀理解策略來進行對話討論，共同建構課文內容的理解；（3）本方案可以顯著提高學生的閱讀理解策略表現，並增進學生深究課文的動機與策略使用能力。

The purposes of this action research were to explore the design and implementation of cooperative learning roles applied to Chinese reading instruction in a fifth-grade class and analyze its effects on students’reading comprehension abilities. The results showed that: (1) The instructional design of cooperative learning role assignments can be divided into two categories: roles that facilitate team operations and roles that facilitate reading comprehension; (2) The instructional implementation process includes two phases: the guided practice phase and the formation and development phase. The former focuses on using direct instruction and role task cards to help students understand and master the execution steps and skills of each role, whereas the latter focuses on guiding students to simultaneously play both types of roles to flexibly use reading comprehension strategies to engage in dialogue and jointly construct an understanding of the text content; and (3) This program can significantly improve students’reading comprehension strategy performance and enhance their motivation and ability to use strategies to delve into the text.