運用思考策略提升國小二年級學童閱讀表現之行動研究

Abstract

本研究旨在探討運用思考策略進行國小二年級學童閱讀課教學之實施成效，研究目的在於了解：一、運用思考策略的課程設計與教學歷程；二、運用思考策略對學生閱讀表現的實施成效；三、研究過後，教師的專業成長情形。研究者以三本適合小二閱讀能力的繪本作為教材，並在閱讀課程中運用哈佛大學「讓思考可見計畫」研究團隊設計的思考策略，實施14節的課程。本研究採用行動研究，歷經三個循環，採用觀察、紀錄與文件分析等方法蒐集資料，來檢視學生閱讀表現的情形。研究結果發現：一、 運用思考可見策略的課堂有以下特色：1、思考策略為結構化的引導工具。2、關注學生思維過程而非結果。3、需要安全且支持的環境。4、須持續關注學生與調整課程。二、 思考策略「進入角色」可協助學生理解故事角色的感受，透過記錄與分享促進學生表達能力的成長。三、 教師結合趣味與能力的課程設計，從知識的傳遞者轉變為學習的促進者。最後，依研究結果提出建議，做為未來相關研究之參考。This study aims to explore the effectiveness of implementing thinking strategies in second-grade reading instruction. The research objectives are to understand: 1. The curriculum design and teaching process when applying thinking strategies. 2.The effectiveness of thinking strategies in improving students' reading performance. 3.The professional growth of the teacher after conducting the study. The researcher selected three picture books suitable for second-grade reading levels as teaching materials and applied thinking strategies designed by the "Visible Thinking" project team at Harvard University during reading lessons. A total of 14 lessons were conducted. This study adopted an action research approach, carrying out three cycles of instruction and collecting data through observations, recordings, and document analysis to examine students' reading performance. Key Findings 1. Classrooms that implement Visible Thinking strategies have the followingcharacteristics: (1)Thinking strategies serve as structured guiding tools. (2)The focus is on students' thinking processes rather than just the results.(3)A safe and supportive environment is necessary. (4)Continuous attention to students and curriculum adjustments are required. 2. The thinking strategy "Step into the Role" helps students understand the emotions of story characters.By recording and sharing their thoughts, students improve their expression skills.3. The teacher, by integrating engaging and skill-building lesson designs, transitions from being a knowledge transmitter to a learning facilitator.Finally, based on the research results, recommendations are provided as a reference for future studies.