閱讀四層次提問教學對國中學生閱讀理解能力影響之研究

A study on the influence of PIRLS Four-Level Questioning Strategies Teaching on Junior High Students’reading comprehension

閱讀是學習一分的基本能力，世界各國莫不大力推行。自「促進國際閱讀素養研究（Progress in Intermational Reading Literacy Study, PIRLS）」發展而來的閱讀四層次：提取訊息、直接推論、詮釋整合、比較評估可以訓練學生分析文本的問題層次，藉此培養關讀理解能力。本研究利用閱讀四層次提問教學融入國文教學，研考其他國中七年級學生的閱讀理解能力之影響。協助學生建立良好的閱能歷程和以閱讀學習其他知識的能力。

Reading is a basic ability for learning, and it is promoted vigorously by all countries in the world. The four levels of reading developed from the ''Progress in International Reading Literacy Study (PIRLS)'': information extraction, direct inference, interpretation integration, and comparative evaluation can train students to analyze the problem level of the text, thereby cultivating the relationship reading comprehension skills. This study uses the four-level reading teaching to integrate Chinese teaching into Chinese language teaching to study the impact on the reading comprehension ability of seventh-grade students in other junior high schools. Help students establish a good reading process and the ability to learn other knowledge through reading.