多元評量融入英語閱讀理解教學對國中生英語學習成效之行動研究-以九年級學生為例

Abstract

本研究旨在探討多元評量融入英語閱讀理解教學對國中學生的英語學習成效之情形，且評估實施多元評量於英語閱讀課程中，對於國中學生英語學習的成效及閱讀策略改變情形之影響，並瞭解實施多元評量於英語閱讀理解的教學方案調整之歷程。本研究對象為三峽區國中九年級學生30人，將多元評量融入英語閱讀理解教學，每周二堂，進行為期八週，共十六堂之閱讀教學課程。本研究以行動研究之方式，蒐集教室觀察紀錄、學習回饋單、學習策略問卷、訪談及教師省思札記等質性資料，並輔以閱讀前測成績、閱讀後測成績之量化統計，來檢視學生參與之情形。研究結果呈現學生學習成效有所提升，且學生能有效掌握閱讀策略並自主應用。最後，研究者以研究結果提出相關建議，可供其他教師及相關領域研究參考。

The purpose of the study was to discuss the students’ learning performance on the integration of multiple assessment into English reading strategies courses. The influence on learners’ learning outcome, reading strategies, and the process of teaching method adjustment in the English reading comprehension were also investigated. The participants of this study were 30 ninth-grade students of a junior high school in Sanxia, Taipei. The methodology of this study was based on action research. The study lasted for two months, two class meetings in the ninth class every Tuesday and Friday, totally sixteen meetings. After the sixteen meetings, the data collection included classroom observations, student feedback, questionnaires, interviews, teaching journals and reading comprehension test scores. The results indicated that the students’ learning performance increased after having the reading instruction. Furthermore, the students could effectively apply the reading strategies to reading comprehension tests. Based on the findings, the researcher provided related suggestions for other teachers and future studies.