閱讀理解策略融入社會學習領域之有效教學研究：以新竹縣國小三年級為例

The Sutdy of Effective Teaching in Societal Courses with Comprehensive Reading Solutions: A Case Study in Third-Grade Pupils of Hsin-Chu County

本研究旨在探討「閱讀理解策略」融入國小三年級社會領域教學，對學生該領域學習情意及不同層次理解表徵之影響。為不影響校務行政運作，本研究選定研究團隊成員任教之班級進行教學實驗，另以該校同年級之另一個班級為對照組。依兩個班級在實驗開始前所完成之中文年級識字量表得分，可知控制組之識字平均表現比實驗組佳。本次教學實驗共進行10週，教學實驗結束後，兩個班級皆接受以社會領域教科書文本為主要內容的閱讀理解測驗，實驗組另填寫情意問卷。由情意問卷的結果發現，實驗組相當喜歡本次的閱讀理解策略教學；在閱讀理解測驗的評估上，則發現實驗組的整體分數明顯高於控制組。值得一提的是，在情境模式層次這類較高難度的閱讀理解測驗題的表現上，實驗組不論是高識字組或低識字組，其得分皆高於控制組的高識字組。此一結果顯示，當學生在課堂中熟悉閱讀理解策略後，其閱讀策略的使用能移轉至新的文本，且能讓學生確實擁有讀懂新文本的能力，實現透過「閱讀有方」達成「學習有方」的目標。

This study was designed to investigate the impact of incorporating “reading comprehension strategies” into the social studies teaching for third grade elementary schools on students' social sciences learning affection and different levels of comprehension characterization. In order not to affect the smooth conduction of school administration, the study selected the class one of the research team members taught to carry out the teaching experiment. In addition, another class from the same grade in the same school was selected as the control group. Prior to the experiment, based on the scores of the two classes in the Chinese grade literacy scale, it was found that the students in the control group had better average literary performance than the experimental group class. The teaching experiment was conducted for a period of ten weeks. After the teaching experiment ended, the two classes answered reading comprehension test questions with social study text based contents. The experimental group filled out the affection questionnaire separately. The results of the affection questionnaire show that the experimental group class was quite fond of the reading comprehension strategy teaching. In terms of reading compression test assessment, it was found that the experimental group class had a significantly higher overall score compared to the control group. Worth noting is that in terms of the performance in reading comprehension test questions in the situational mode that involved a higher degree of difficulty, the experimental group class, whether the high-literacy group or the low-literacy group, had higher scores than the high-literacy group in the control group class. This finding indicates that when the students became familiarized with the reading comprehension strategies in class, their reading strategy use could be transferred to new text, while the students' ability to read new text was actually developed, thereby achieving the goal of “learning the right way” though “reading the right way”.