國中國語文學習領域閱讀能力指標與閱讀教學策略之研究

Abstract

摘要 本研究旨在探討2003年教育部公布《國民中小學九年一貫課程綱要》之後,專家學者和國中國文教師對國語文學習領域第三階段閱讀能力指標的看法,與閱讀教學策略的運用情形。研究者以訪談為主要的研究方法,綜合研究結果與討論,除閱讀能力指標需要作具體轉化之外,在閱讀教學策略方面獲得以下結論: 一、授課前作教材分析,設計合宜的閱讀教學活動。 二、建立國語文資料庫,加強學生運用詞語的能力。 三、掌握增進閱讀理解的要領,指導學生進行有意義的閱讀。 四、組織班級讀書會,培養學生閱讀能力。 五、製作學習成長檔案,檢核學生閱讀能力。 六、鼓勵學生廣泛閱讀並作比較,累積知識架構。 七、善用家庭聯絡簿,以提昇閱讀的質與量。 八、建立「班級書庫」,以擴充學生閱讀視野。 九、運用工具書及網路廣泛閱讀,以提昇閱讀興趣。 十、設計閱讀活動,解決日常生活問題。 十一、布置優質的閱讀環境,增強閱讀的動機。 十二、資訊融入閱讀教學,以吸引學生注意。 最後,本研究根據研究結果與討論,並結合相關文獻,對國中國文教師、學校行政單位、教育行政機關、師資培育機構及未來相關研究者提出具體建議,作為推動閱讀活動,提昇閱讀能力的參考。 關鍵詞:國語文學習領域、閱讀能力指標、閱讀教學策略。
ABSTRACT This study is aimed to explore the specialists, scholars and middle school Chinese teachers’ interpretation of reading ability indicators and their implementation of reading instructional strategies in the third level of Chinese learning domain in view of "The Elementary and Middle School Nine-Years Integrated Curricular Outlines" bulletined by the Board of Education in 2003. Further, it proposes some feasible, specific reading instructional strategies and some teaching activity designs on the basis of the reading ability indicators. This research is mainly done by interviewing. Synthesizing the results and discussions of this study, we suggest that the reading ability indicators should be expressed in a more concrete way. In addition, the conclusions about reading instructional strategies are made as follows: 1. Before giving a lecture, analyze the teaching material and plan appropriate reading instructional activities. 2. Set up a Chinese data base to enhance students’ capability in using words and phrases. 3. Master the tips for improving reading comprehension ability and guide students to engage in meaningful reading. 4. Form an in-the-class study group to improve students’ reading capability. 5. Make learning development files to review students’ reading capability. 6. Encourage students to do extensive reading, to make comparison and to accumulate their knowledge framework. 7. Make good use of the school-family book to enhance students’ reading quality and quantity. 8. Set up an in-the-class library to broaden students’ views of reading. 9. Use reference books and websites for extensive reading to elevate students’ reading interest. 10.Design reading activities for solving daily life problems. 11.Work out a superior reading environment to uplift students’ reading motive. 12.Integrate the computer technology into reading instruction to attract students’ attention. In the end, based on the results and discussions of the research, this study proposes concrete suggestions for the middle school Chinese teachers, school administration authorities, educational administration authorities, teachers’ training organizations and the coming researchers in the corresponding areas for their reference in promoting reading activities and enhancing students’ reading capability. Key Word:Chinese learning domain, reading ability indicators, reading instructional strategy

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國語文學習領域, 閱讀能力指標, 閱讀教學策略, Chinese learning domain, reading ability indicators, reading instructional strategy

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