「閱」歷臺灣真善美——運用閱讀理解策略於歷史教學之行動研究

Action Research on Using Reading Comprehension Strategies Research in History Teaching

本研究目的在透過行動研究的歷程，探討運用閱讀理解策略教學於歷史課程，提升偏鄉國中七年級學生閱讀理解的成效，以研究者任教某校班級學生78人為研究對象，展開為期17週，每週一節的閱讀理解策略教學。本研究運用摘要、心智圖等閱讀理解策略進行教學，將課堂上的觀察紀錄、學生問卷、學生的回饋與省思等資料，加以整理、歸納與分析，從研究中獲得如下結論：一、無法有效運用摘要技巧是偏鄉孩子閱讀學習挫折的關鍵。二、閱讀理解策略能使學生產生正向的學習動機及遷移。三、歷史科有效學習是動機與策略相輔相成。針對上述結果，本研究並提出以下建議：一、教學者應增加閱讀理解策略課堂實作時間。二、教師轉換不同閱讀理解策略教學，以維持學生學習動機。三、閱讀理解策略教學應融入各科教學中。

The purpose of this study focuses on the application of reading comprehension strategies on history course via action research, and enhances reading comprehension effectiveness among 7th graders in rural areas. This study is conducted for one period in each week, and lasts for seventeen week totally and the number of participants is seventy-eight deriving from research's own class. In order to complete the research, summaries, mind-mappings, course observation, students' questionnaire, feedback and reflection are collected as instruments. Consequently, the findings are indicated below.
1.For rural area students, the key to discouragement or failure will be arisen if those are not acquired summary skills.
2.Reading comprehension strategies enable students to promote positive learning motivation and transfer of learning.
3.The relationship between motivation and strategies are valuable for learning in history.
The suggestions that are proposed and discussed by a series of observation, reflection in this action research reveal a fact as following
1.The operation times should be enlarged in the course by instructor.
2.With an eye to maintain students' learning motivation, the sorts of reading comprehension strategies should also be transformed.
3.The teaching of reading comprehension strategies should be integrated into all subjects.