鄒族文化本位結合故事結構教學法之國語補救教材編製

Abstract

本實務報告旨在編製鄒族文化本位結合故事結構教學法之國語補救教材，教材包括改編十篇鄒族文化與生活經驗相關之文章，結合鄒族女性頭飾故事結構元素學習單和以PIRLS前三個閱讀理解層次命題閱讀測驗，透過CRIE文本可讀性指標自動化分析系統3.0和專家教師評估以符合中年級學生程度，並提供教師教學教案參考，期望透過與學生自身經驗相關的文章教材，提升學生對文章的閱讀理解和學習興趣。教材設計完成後，透過十堂課程，實際教學試用於中年級三位國語文低成就學生，對比學生摸索期和學生獨立期故事結構學習單書寫情況發現，三位學生於學生獨立期的得分高於學生摸索期，顯示透過此教材教學能有效幫助學生理解文章中的故事結構元素；閱讀測驗結果分析發現，三位學生在PIRLS閱讀理解前三層次中，皆以「詮釋整合」錯誤題數最多，教學時發現，此題型的選項有許多是成語，而學生對於成語的理解較弱，故教學結果顯示，學生在「詮釋整合」的閱讀理解層次需要加強，對於成語的理解，需要更多的學習。在學生填寫的回饋單結果發現，學生在上完所有的課程後，有把握自己能尋找文章中的故事結構元素，且透過閱讀鄒族文化和生活經驗有關的故事能提升學生閱讀興趣和動機。The Professional Practice Report aims to develop Mandarin remedial teaching materials that integrate the cultural perspective of the Tsou tribe with storytelling structure methodology. The materials include adaptations of ten articles related to Tsou culture and life experiences, incorporating elements of Tsou women's headgear into the story structure learning sheets. Additionally, the materials feature reading assessments aligned with the first three levels of PIRLS reading comprehension, utilizing the CRIE and expert teacher evalua-tions to cater to middle-grade students' proficiency levels. Teaching guides are provided for teachers as references, with the expectation that using articles relevant to students' experiences will enhance their reading comprehension and learning interest. After designing theteaching materials, they were implemented in ten ses-sions for three low-achieving Mandarin students in middle grades. A compar-ison of students' writing performance using story structure learning sheets during the student exploration period and student independent period revealed that students scored higher during the independent period, indicating that the teaching materials effectively help students understand the storytelling ele-ments in the articles. Analysis of the reading test results showed that all three students made the most errors in the " Interpret and Integrate Ideas and Infor-mation " category among the first three levels of PIRLS reading comprehen-sion. It was observed during teaching that many options in this question type involved idioms, which the students had difficulty understanding. Therefore, the results suggested that students require reinforcement in the" Interpret and Integrate Ideas and Information " level of reading comprehension and more learning about idioms. Feedback from the students through feedback forms revealed that after completing all the sessions, students felt confident in identifying the storytell-ing elements in the articles and that reading stories related to Tsou culture and life experiences enhanced their reading interest and motivation.