南華大學機構典藏系統:Item 987654321/28210
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    jsp.display-item.identifier=請使用永久網址來引用或連結此文件: http://nhuir.nhu.edu.tw/handle/987654321/28210


    题名: 身教式持續安靜閱讀對識字與閱讀理解能力之研究—以臺南市某國小二年級為例
    其它题名: An Action Research on Modeled Sustained Silent Reading for the Word Recognition and Reading Comprehension--A Case of the Second Grade of an Elementary School in Tainan City
    作者: 黃秀琴
    HUANG, HSIU-CHIN
    貢獻者: 文化創意事業管理學系
    洪林伯
    HUNG, LIN-BAO
    关键词: 閱讀理解能力;識字能力;身教式持續安靜閱讀
    reading comprehension;word recognition;Modeled Sustained Silent Reading
    日期: 2020
    上传时间: 2022-04-29 11:38:18 (UTC+8)
    摘要: 　　本研究採行動研究法，探討實施「身教式持續安靜閱讀」對提升二年級學童識字能力與閱讀理解能力之影響。以研究者任教的某國小二年級16位學生為研究對象，研究時間從108年9月16日至12月27日，利用每週一、四、五晨間十五分鐘，進行為期十五週的觀察研究。過程採用量化與質性並重的研究方式，蒐集電腦化識字平台、閱讀理解測驗之前後測資料作為客觀的量化資料，以及身教式持續安靜閱讀課室觀察記錄和教師省思記錄資料，並透過學生的身教式持續安靜閱讀回饋單，進行資料的描述性分析，探究身教式持續安靜閱讀實施歷程對國小二年級學生識字能力與閱讀理解能力之影響。研究結果發現：1.實施身教式持續安靜閱讀能提升國小二年級學童之識字能力；2.實施身教式持續安靜閱讀教學能提升國小二年級學童之閱讀理解能力；3.學童對身教式持續安靜閱讀活動抱持正向看法；4.閱讀後延伸活動能提高閱讀力；5.以書會友、學童增進人際關係；6.身教式持續安靜閱讀教學行動研究有助於教學者省思與成長。
    　　This research adopts the action research method to explore the impact of implementing ＂Modeled Sustained Silent Reading＂ to improve the word recognition and reading comprehension of second grade students. Totally 16 students were chosen in the second grade of an elementary school taught by researcher as the research object, the research duration was from September 16 to December 27, 2019, using 15 minutes each morning on Monday, Thursday, and Friday for a period of fifteen weeks' observation. The process adopts both quantitative and qualitative research methods, collecting computerized word recognition platforms, pre- and post-test data of the reading comprehension test as objective quantitative data, and continuous quiet reading of classroom observation records and teacher reflection records of personal and teaching styles. Continuous quiet reading feedback sheet, descriptive analysis of the data, and explore the impact of the implementation process of the ＂ Modeled Sustained Silent Reading ＂ on the word recognition and reading comprehension skills of the second grade elementary school students. The study found: 1.The word recognition skills of the second grade elementary school students can be improved by the implementation of ＂Modeled Sustained Silent Reading.＂2.The reading comprehension ability of second grade elementary school students can be improved by the implementation of ＂Modeled Sustained Silent Reading.＂.3.School children hold positive views on ＂Modeled Sustained Silent Reading＂ activities.4.The reading ability can be improved by reading extension activities.5.The interpersonal relationships with friend can be promoted by sharing books.6.＂Modeled Sustained Silent Reading＂ action research can help teachers to think and grow in teaching skill.
    显示于类别:[文化創意事業管理學系] 博碩士論文

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