分享式阅读教学对国小二年级学童阅读态度及理解之成效研究.PDFVIP

教育研究與發展期刊 DOI 10.3966/181665042013060902004 2013 6 91-116 第九卷第二期 年 月 頁 分享式閱讀教學對國小二年級學童 閱讀態度及理解之成效研究 呂淑華臺北市士林區百齡國民小學教師 張芬芬臺北市立教育大學學習與媒材設計學系教授(通訊作者) 摘 要 本研究想了解「分享式閱讀教學」（SRI ）是否適用於國小二年級，期盼掌 握閱讀學習重要時期，為國小低年級找到有效的閱讀教學法。SRI係源自家庭， 後延伸於幼稚園與特教生的閱讀教學法，強調師生分享、同儕分享、趣味分享、 共學分享、自願分享、說談分享。國內將此教學法用於低年級者尚不多見，且研 究結果分歧。而本研究目的即在探究SRI究竟對小二學童閱讀態度與閱讀理解是 否具成效。採較能確認因果的準實驗設計，以北部某國小二年級的兩班學生為研 究對象，一為實驗組，一為控制組。研究證實SRI有助於提升小二一般生的閱讀 態度與閱讀理解，值得推廣。 關鍵詞：分享式閱讀教學、閱讀態度、閱讀理解 張芬芬電子郵件：chu3989@ Journal of Educational Research and Development June 30, 2013 , Vol.9 No.2 pp. 91-116 A Study of Shared-Book Reading Instruction on Reading Attitude and Reading Comprehension of the Elementary Second Grade Students Shu-Hua Lu Teacher, Taipei Municipal, Bai Ling Elementary School Fen-Fen Chang Corresponding author, Professor, Department of Learning Materials Design, Taipei Municipal University of Education Abstract This study aims to investigate the effects of shared-book reading instruction (SRI) on reading attitude and reading comprehension of the second grade students. Quasi-experimental design was adopted in the study. The participants were 2 classes of second grade students in an elementary school. The experiment lasted 8 weeks including 16 lessons in each class. Research tools include “Reading Attitude Scale” and “Test of Reading Comprehension”, the students were tested twice, before and right after the experiment. The major findings of this study were as the following: 1) SRI contributed to elevate the reading attitude of second grade students. 2) SRI contributed to elevate the reading comprehension of second grade students. Based on these findings, suggestions are proposed. Keywords: shared-book reading instruction, reading attitude, reading comprehension Fen-Fen Chang E-ma