原住民国中阅读教学之行动研究.PDFVIP

』 晶晶 原住民國中閱讀教學之行動研究 慈濟大學教育研究所@何組琪@助理教授 摘要 基於文化差異對原住民學生學習表現的潛在影響，筆者在東部一所原住民國 中與教師合作，透過行動研究的歷程，運用文化回應教學的觀點設計原住民文學 閱讀教學，藉以提升學生的語文能力。從閱讀測驗、作文評定量表、訪談、回饋 單等資料中，佐證介入方案對於學生語文能力的成效。不過，由於基本學力測驗 的壓力、附加課程的承載過重、以及學校與家庭連結的困頓等因素影響下，導致 閱讀教學的實施成效仍有侷限。筆者進一步反思在東部實踐文化回應教學的可行 策略，以提供原住民學校教學之參考。 關鍵詞:文化回應教學、行動研究、原住民學生、閱讀教學 這S56、gk 中華教育伍拾玖卷第壹期 原住民國中閱讀教學之行動研究 Action Research on Reading Instruction in an Aboriginal Junior High School Yun-Chi Ho @ Assistant Professor , Graduate Institute of Education , Tzu Chi University Abstract Noting the potential influence that cultural difference may have on aboriginal students leaming performance ,the author set out to improve these students Chinese language abi1ity. A new language leaming project was thus designed in collaboratìon with a teacher in an abo- riginal junior high school in eastem Taiwan: culturally responsive instruction was integrated with action research in an aboriginalliterature reading program. This literacy program com- bined multiple reading tests with composition evaluation, interviews and feedback sheets, and it was found to significant1y improve the students Chinese reading and writing skills. Yet the effect ofthe program was c1 ear1y limited by the pressure ofthe required basic competence test ,the burden of other c1 asses , and insufficient communication between the school and stu- dents families. In order to provide a framework for aboriginal schools,the author also explo- red other,potentially more feasible strategies for establishing culturally responsive teaching program in eastem Taiwan. Keywords: culturally responsive teaching , action research , ab