以朗讀培訓提升國語文閱讀理解之研究

Abstract

研究者在國小教授國語文領域，同時身兼朗讀培訓教師，因此想結合朗讀培訓與國語文教學，試以朗讀培訓提升學生的國語文閱讀理解能力。國語文朗讀競賽至今已推行數十載，當中不乏許多學者鑽研國語朗讀，並且提出許多寶貴的知識與見解；本研究將運用文獻探討法，以上述學者的研究知識為基礎，進一步再結合行動研究法，紀錄學生培訓時的朗讀表現，從培訓紀錄中探討學生閱讀理解能力的提升。本研究的行動研究規劃：從校內語文競賽挑選兩位培訓學生、採用二十篇朗讀文章、每篇文章三次的培訓紀錄；再從紀錄中分析學生的常見錯誤，進一步分析學生的語音辨讀、語句處理、段落大意理解、文章主旨的掌握等，提升學生的朗讀表現時，亦能提升學生的國語文閱讀理解能力。本研究結合「國語朗讀」及「閱讀理解」兩個領域，盼能讓更多人明白國語朗讀的培訓過程，更能重視朗讀與閱讀理解的相關性。本研究亦期盼透過研究發現，提供相同領域之教育工作者參考使用。As a Chinese language teacher and Chinese read-aloud training teacher, I want to combine Chinese language teaching and Chinese read-aloud training and try to use Chinese read-aloud training to improve students’ Chinese reading comprehension. The Chinese read-aloud competition has been held in Taiwan for decades, and many distinguished scholars have provided valuable knowledge. The research applied literature review and action research, recording students’ performance and investigating their improvement based on the records.In the research, two students from the school competition were the subjects. Twenty articles were selected and each article was read three times as the training records . In these records, we found the students’ common mistakes. We therefore further analyzed their performance, such as pronunciation, sentence analysis and main idea understanding. By doing this, the students’ Chinese read-aloud performance was improved, so was their Chinese reading comprehension.The research combined Chinese language teaching and Chinese read-aloud training, trying to get more knowledge from the training process. I hope the research can provide value to educators in the same field.