陳秋蘭Chern, Chiou-lan蘇文卿Su, Wen-Ching2019-09-032019-07-112019-09-032019http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0505213109%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/97352本研究旨在探討將互惠式教學法融入高中英文課堂中，以提升學生閱讀理解力與批判思考力的成效，並落實教育部頒布的108課綱的精神。 本研究參與者來自臺中某高中共34名的高一學生，他們參與了本次為期6週的研究。本研究結果透過質性分析的方式來了解以下兩個研究問題： (一)學生們對於將互惠式教學法應用於閱讀非小說文本的感受為何？ (二)互惠式教學法是否有助於提升不同英語程度學習者的批判性思考力？ 首先，本研究結果顯示大部分學生對於將互惠式教學法融入英文課程中持正面的態度。學生們反應除了在英文閱讀力有顯著的成長外，透過｢總結｣和｢提問｣這兩項策略亦有助於寫作能力的增強。另外，對於高成就學習者而言，在互惠式教學法需要大量練習口說的情境下，英文口說能力也有明顯的提升。 再者，經過布魯姆分類學將學生提出的問題分類後，高低英語程度學習者的提問層次於最後一次的練習都提升問題的層次。這個結果顯示了互惠式教學法對於提升學生們的批判性思考力有相當程度的影響。此兩個程度群體中相異的點在於提問的問題層次提升的幅度，也就是說，英語程度較低的學生提問的層次較英語程度高的學生提升的幅度小，可能的解釋為低成就者需要更多的指導與練習來精熟這些閱讀技巧。 最後，本研究也提供了將互惠式教學法融入課程設計中的教學建議，期盼本研究結果能啟發更多的英語教師，將互惠式教學法整合到教學現場，以體現新課綱的精神。This present study aimed to explore the effects of implementing Reciprocal Teaching, a reading pedagogy by Palincsar and Brown (1984), into regular English classrooms to foster EFL students’ reading comprehension and develop their critical thinking, which also echoed the spirits of the “Guidelines for Senior High School English Curriculum” (MOE, 2018). In a public senior high school located in Taichung city, thirty-four 10th graders were recruited to participate in this six-week study. By conducting a qualitative method, two research questions were addressed as follows. 1. How do students perceive Reciprocal Teaching adopted in reading nonfiction texts? 2. Can Reciprocal Teaching help high and low English proficiency readers develop critical thinking? Firstly, the findings revealed that students generally took a positive attitude toward implementing Reciprocal Teaching into English classes. Apart from the visible advancement in reading comprehension, students also found their writing skills improved mainly through the practice of two strategies, i.e. summarizing and questioning. Speaking, especially for high achievers, was another obvious improvement due to the social context of Reciprocal Teaching. Besides, based on the coding results of student-generated questions by Bloom’s Taxonomy (1956), both high and low English proficiency readers asked higher level questions in the final practice compared with the first round. This implied that Reciprocal Teaching had certain impact on developing students’ critical thinking. The difference between these two groups lay in the amount of progress they made. In other words, students with lower English proficiency made less improvement in question levels or critical thinking than those with higher English proficiency. The possible explanation could be more instructional assistance was needed to help students with lower English proficiency reach better comprehension and finer mastery of the four strategies. Lastly, the research offered some pedagogical implications and future suggestions regarding integrating Reciprocal Teaching into course design. It is hoped that the results of this study will inspire more teachers to adopt Reciprocal Teaching to embody the essence of the newly enacted curriculum guidelines.互惠式教學法批判性思考力布魯姆分類學閱讀理解閱讀策略Reciprocal Teachingcritical thinkingBloom’s Taxonomyreading comprehensionreading strategy