書談閱讀教學對國小國語科低成就學童閱讀動機影響之研究

The Research of Influence on Reading Motivation from Book-talk Reading Teaching Towards the Low Achievers of Fifth-graders on Chinese Literacy

本研究主要在探討書談閱讀教學對國小五年級國語科低成就學童閱讀動機之影響。研究者採質性研究的方法，研究對象是二十名國語科低成就學童，依十次主題課程進行十週的書談閱讀教學。本研究採課堂觀察、自編「閱讀學習單」、「閱讀回饋單」和「學習心得單」、「晤談」及教師的省思，以了解書談閱讀教學是否有效。本研究的主要結論如下：（一） 書談閱讀教學有助於提升國小五年級國語科低成就學童的閱讀動機。（二） 書談閱讀教學能增進學童對閱讀課的喜愛。（三） 書談閱讀教學讓學童變得更愛看書。（四） 簡報檔的操作能激發學童的閱讀興趣。（五） 教師書談的技巧、讀物的提供會影響書談閱讀教學。

The purpose of this research was to explore the influence on reading motivation from book-talk reading teaching towards fifth graders with low achievement in Chinese literacy. The study employed qualitative research methods. The subjects were twenty-five graders. The 10-week Book-talk Reading Teaching adopted ten topics in the curriculum. Direct observation， reading sheets. Learning feedback sheets， learning reflection sheets， interviews， and teachers’ reflection were then applied to clarify the views of the subjects toward the book-talk reading teaching. The conclusions of this research were as follows:1. Book-talk reading teaching was helpful to increase the reading motivation of fifth-grade elementary school pupils with low achievement on Chinese subject.2. Book-talk reading teaching can enhance pupils’ liking for reading programs.3. Book-talk reading teaching had become very fond of the reading book.4. An application of powerpoint files can inspire pupils’ interest in reading. Teacher’s book-talk skills and provision of reading materials influenced book-talk reading teaching.