運用筆記策略教學於國小六年級國語文教學之行動研究

Abstract

本研究旨在探討運用筆記策略教學於國小六年級國語文教學之過程及結果。研究者以臺北市某公立國小六年級中的一個班級為研究對象，進行為期八週，共十二堂課的行動研究。在研究過程中，研究者藉由探討不同文獻及瞭解不同做筆記之方式，並尋找可用教材，自編教學課程後進行研究。研究結果將透過學生的筆記作品、平時紀錄及前後測之分析，並輔以教師教學省思日誌、筆記回饋單以及學生訪談紀錄等資料，瞭解做筆記教學對學生筆記表現之影響。依據資料分析與研究結果，本研究主要發現如下：一、筆記策略教學是可行且具有正面影響的二、學生學做筆記後可增進思考及統整能力三、筆記策略教學經過多次調整與修正才符合學生所需本研究根據上述結果，提出對未來教學與研究上的建議，供更多教師教學與研究者推行相關筆記策略教學之參考。The purpose of this study is to investigate the process and results of “Note-taking Strategy” in a sixth-graders’ Mandarin class. The researcher took a sixth-grade class in a public elementary school located in Taipei City as the research subject group, and conducted an eight-week, twelve-class action research. During the research, the researcher investigated and learned about different ways of taking notes, searched for available teaching materials to design the course, and then conducted the research. The research result will analyze students’ notes, daily record, pre- and post-tests with the usage of teacher’s teaching reflection logs, students’ feedback sheets, and students’ interview records to understand the impact of note-taking strategy onstudents’ performance of note-taking.After analyzing the data and the research’s results, the main findings of this study are as follows:1. This note-taking strategy is feasible and has a positive impact on students.2. Students are found improving their thinking and integration skills after learning how to take notes.3. This note-taking stategy has undergone several adjustments and revisions to fit the students’ needs.According to the results, the researcher turns these into suggestions for future research and curriculum development, with the goal of providing references for teachers to use in class and researchers to implement and promote related note-taking strategies.