本研究係以國小三年級學童為對象，採行動研究法探討運用引導閱讀思考活動(Directed Reading and Thinking Activity，簡稱DRTA)在繪本及橋梁書以提升學童閱讀表現之成效。並透過教師、學生、協同觀察者三方資料的蒐集，分析學生於引導閱讀思考活動實施前後的差異。依據資料分析與研究結果，本研究的主要發現如下： 壹、研究發現DRTA閱讀理解策略可以提升學生的閱讀態度，尤其對於平時上課中無法進入狀態的學生，在實施研究課程時，比起平常在課堂之中更有興趣，而平時已有閱讀習慣的孩童雖然願意參與，但是有自己閱讀的步調，不喜歡被限制。 貳、研究發現DRTA閱讀理解策略運用於教學中，能使得學習差距縮短，讓學習落後的學生逐漸跟上，但是對原本熱衷閱讀的學生則沒有太大的影響。 參、接受DRTA閱讀理解策略教學的國小三年級學生對此教學活動抱持正向的看法，他們大都表示閱讀理解策略教學的課程很有趣，並且讓他們更願意讀下更厚的橋梁書。 根據研究發現，結論是引導閱讀思考活動運用在繪本及橋梁書有助增進國小三年級學童的閱讀表現，並且對於閱讀理解有正向的影響。研究者根據研究結論提出建議，以做為未來教學應用及教學研究的參考。 In this study, the third-grade elementary students were selected to be the subject the use of directed reading and thinking activities (DRTA) in picture books and bridge books to improve the children's reading performance. Through the collection of tripartite data from teachers, students, and collaborative observers, the differences between students before and after the implementation of the directed reading and thinking activities were analyzed. Based on data analysis and research results, the main findings of this study are as follows: 1. The research discovered that directed reading and thinking activities can improve students' reading attitudes, especially those students who normally cannot concentrate in class. They are more interested than usual in the classroom. Although those students who usually have good reading habits are willing to participate in directed reading and thinking activities, they have their own reading methods and do not like to be limited. 2. The study found that the use of directed reading and thinking activities in teaching can shorten the learning gap and allow students with backward learning to gradually keep up, but it does not have much impact on students who were originally keen to read. 3. The third-grade primary school students receiving DRTA reading comprehension strategies have a positive view of this teaching activity. Most of them expressed that the reading comprehension strategy teaching course is very interesting and they are more willing to read thicker bridge books. According to the findings of this study, the conclusion is that the use of directed reading and thinking activities in picture books and bridge books will help improve the reading performance of children in the third grade of elementary school and have a positive impact on reading comprehension. Researchers make recommendations based on such research findings as a reference for future teaching applications and teaching research.
