以PIRLS閱讀理解四層次提問教學提升國小五年級學童批判思考能力之研究
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2020
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Abstract
本研究旨在了解PIRLS閱讀理解四層次提問教學法對國小五年級學童的批判思考能力是否有差異。研究對象為臺北市某國小的五年級學生，共計54人，其中男生28人，女生26人。實驗組採用「PIRLS閱讀理解四層次提問教學法」，控制組採用「傳統語文教學法」。實驗開始前，兩組分別進行前測，進行為期十週的實驗教學後，兩組進行後測。本研究採用的研究工具為「批判思考測驗—第一級」，所得資料以單因子共變數分析檢驗。
研究結果如下：
1.實施PIRLS閱讀理解四層次提問教學，對國小五年級學童批判思考能力、辨認假設分項能力及解釋分項能力有顯著差異。
2.實施PIRLS閱讀理解四層次提問教學，對國小五年級學童歸納分項能力、演繹分項能力及評鑑分項能力無顯著差異。
The purpose of this study was to find out the influence between the Reading Comprehension strategy of PIRLS and traditional Chinese teaching method on the critical thinking ability of fifth grade elementary school students. The samples contain 28 boys and 26 girls. The experimental group adopted the Reading Comprehension strategy of PIRLS and the control group adopted the traditional Chinese teaching method. Ten weeks intervals between the pre-tests and the post-tests. The "Critical Thinking Test-Level I" as the research tool. Using the analysis of covariance (ANCOVA) to analyze the experiment data. The results are as follows: 1." Reading Comprehension strategy of PIRLS " has significant differences in the critical thinking ability, the recognition of assumptions ability and the interpretation’s ability of fifth grade elementary school students. 2." Reading Comprehension strategy of PIRLS " has no significant differences in the inference ability, the deduction’s ability and the evaluation of arguments ability of fifth grade elementary school students.
The purpose of this study was to find out the influence between the Reading Comprehension strategy of PIRLS and traditional Chinese teaching method on the critical thinking ability of fifth grade elementary school students. The samples contain 28 boys and 26 girls. The experimental group adopted the Reading Comprehension strategy of PIRLS and the control group adopted the traditional Chinese teaching method. Ten weeks intervals between the pre-tests and the post-tests. The "Critical Thinking Test-Level I" as the research tool. Using the analysis of covariance (ANCOVA) to analyze the experiment data. The results are as follows: 1." Reading Comprehension strategy of PIRLS " has significant differences in the critical thinking ability, the recognition of assumptions ability and the interpretation’s ability of fifth grade elementary school students. 2." Reading Comprehension strategy of PIRLS " has no significant differences in the inference ability, the deduction’s ability and the evaluation of arguments ability of fifth grade elementary school students.
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Keywords
閱讀理解, 提問策略, 批判思考, reading comprehension, questioning strategy, critical thinking