從學習評量觀點進行國語文閱讀理解教學之行動研究
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2020
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Abstract
本研究旨在探討從學習評量的觀點進行國語文閱讀理解教學之實施成效。研究者以國文課文為教學媒材，以國中學生為研究對象，正式研究期程為13個月，研究目的在了解：一、從學習評量觀點進行國語文閱讀理解課程之設計與實施歷程；二、探討從學習評量觀點進行國語文閱讀理解課程之實施成效；三、探究課程實施後，學生對本課程之態度與教師之專業成長。
為達上述研究目的，研究者蒐集歷程中的資料及課程結束後學生的各項表現。量化資料為：107年國文會考成績、閱讀推理測驗及學習策略問卷；質性資料為：課堂學習記錄、預習討論單、自我評估表、整體課程回饋表及訪談資料等，以此來檢視學生閱讀理解的學習狀況及對於本課程之看法。資料分析結果如下：
一、課程設計與實施之歷程：1.先評估學生閱讀理解之起點行為、2.配合閱讀策略教學，設計「預習討論單」及「自我評估表」、3.依學生需求設計「差異化討論單」、4.課堂上提供學生自學、同儕討論及師生討論之時間。
二、課程實施後，學生在107年國文會考成績及標準化測驗之結果表現良好。
三、學生對本課程之態度：學生認為此課程安排及進行方式有助於他們的學習，讓其對文章內容有更多及更為深刻的理解。
四、教師之專業成長：藉由學生之學習進展及學習表現來修正教學方向，並從實際教學中去發現不足與困境，以尋求解決之策略。
最後，根據研究結果，提出相關的建議，以做為教學實務工作者及未來研究之參考。
This study aimed to explore the implementation effectiveness of teaching in Chinese reading comprehension from the perspective of learning assessment. The researcher selected Chinese textbooks as the teaching materials and recruited junior-high-school students as research participants. The formal study period was 13 months. The research purposes were as follows: 1. to understand the design and implementation processes of a Chinese reading comprehension course from the perspective of learning assessment; 2. to explore the effectiveness of the Chinese reading comprehension course from the perspective of learning assessment; and 3. to explore students’ attitude toward the course and teachers’ professional development following the course implementation. To achieve the aforementioned purposes, the researcher collected data from the course implementation processes and about students’ performance after their participation in the course. The quantitative data included the Chinese examination results of the 2018 Comprehensive Assessment Program for Junior High School Students (CPA), reading reasoning test results, and learning-strategy questionnaire survey results. The qualitative data included classroom learning records, preview discussion lists, self-assessment reports, overall course feedback reports, and interview data. These data were employed to examine students’ learning performance on reading comprehension and their views about the course. The data-analysis results are presented as follows. 1. Regarding course design and implementation processes, (1) the initial behavior of students’ reading comprehension was first assessed; (2) a preview discussion list and self-assessment report form were designed according to the instruction of reading strategies; (3) according to students’ needs, differential discussion lists were designed; and (4) time for students’ self-learning, peer discussion, and teacher-student discussion were provided during class. 2. Following the course implementation, students exhibited satisfactory performance in the 2018 Chinese CPA test and standardized test. 3. Regarding students’ attitude toward the course, students indicated that the course arrangement and implementation were conducive to their learning, facilitating their profound understanding of the articles they read. 4. Regarding teachers’ professional development, instructional directions can be modified according to students’ learning progression and performance, and inadequacy, difficulties, solutions can be identified from actual teaching activities. Finally, according to the research results, related suggestions were proposed to serve as a reference for teaching practitioners and future studies.
This study aimed to explore the implementation effectiveness of teaching in Chinese reading comprehension from the perspective of learning assessment. The researcher selected Chinese textbooks as the teaching materials and recruited junior-high-school students as research participants. The formal study period was 13 months. The research purposes were as follows: 1. to understand the design and implementation processes of a Chinese reading comprehension course from the perspective of learning assessment; 2. to explore the effectiveness of the Chinese reading comprehension course from the perspective of learning assessment; and 3. to explore students’ attitude toward the course and teachers’ professional development following the course implementation. To achieve the aforementioned purposes, the researcher collected data from the course implementation processes and about students’ performance after their participation in the course. The quantitative data included the Chinese examination results of the 2018 Comprehensive Assessment Program for Junior High School Students (CPA), reading reasoning test results, and learning-strategy questionnaire survey results. The qualitative data included classroom learning records, preview discussion lists, self-assessment reports, overall course feedback reports, and interview data. These data were employed to examine students’ learning performance on reading comprehension and their views about the course. The data-analysis results are presented as follows. 1. Regarding course design and implementation processes, (1) the initial behavior of students’ reading comprehension was first assessed; (2) a preview discussion list and self-assessment report form were designed according to the instruction of reading strategies; (3) according to students’ needs, differential discussion lists were designed; and (4) time for students’ self-learning, peer discussion, and teacher-student discussion were provided during class. 2. Following the course implementation, students exhibited satisfactory performance in the 2018 Chinese CPA test and standardized test. 3. Regarding students’ attitude toward the course, students indicated that the course arrangement and implementation were conducive to their learning, facilitating their profound understanding of the articles they read. 4. Regarding teachers’ professional development, instructional directions can be modified according to students’ learning progression and performance, and inadequacy, difficulties, solutions can be identified from actual teaching activities. Finally, according to the research results, related suggestions were proposed to serve as a reference for teaching practitioners and future studies.
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學習評量, 學習進展, 閱讀策略, 閱讀理解, learning assessment, learning progression, reading strategy, reading comprehension