| 摘要: | 教育部推動的十二年國教課綱強調跨領域學習、自主學習、素養導向，面對數位時代，必須培養學生的網路自學力，我們須從改變信念開始，帶領學生成為獨立思考的人。因此本研究採實驗研究法進行，並以嘉義市某國小二年級兩班學童為研究對象，有效樣本數實驗組為22人、控制組為23人，實驗組以行動科技支援回授法與控制組以行動科技支援小組討論進行閱讀理解策略教學課程，同時進行六週每週兩節課共480分鐘的教學。並依「中文閱讀理解測驗｣前後測與延宕測驗得分，分別採用描述性統計、同質性考驗、t檢定、單因子變異數分析等統計方法，進行資料分析與整理，其主要研究結果如下： 一、課文本位閱讀理解策略教學介入後，兩組學童在中文閱讀理解測驗得分優於前測，並達顯著差異。 二、課文本位閱讀理解策略教學介入結束後一個月，實驗組學童在中文閱讀理解延宕後測得分優於後測，但未達顯著差異；控制組學童在中文閱讀理解延宕後測得分優於後測，且達顯著差異；課文本位閱讀理解策略教學介入結束後一個月，兩組學童在中文閱讀理解延宕後測得分優於前測，皆達顯著差異。 三、課文本位閱讀理解策略教學介入結束後一個月，控制組學童在中文閱讀理解延宕測驗得分優於實驗組學童，但未達顯著差異。 以上研究結果，提供教育相關單位與教師以行動科技支援回授法提升國小學童行動閱讀之參考。
The 12-Year Basic Education Curricula promoted by the Ministry of Education emphasizes inter-disciplinary learning, independent learning, and literacy-based education . In the digital age, students must develop their online self-learning skills. We can start from changing beliefs and lead students to become independent thinkers. In this study, the experiment research was adopted for two classes of second graders of Chiayi City. The number of valid samples was 22 in the experimental group and 23 in the control group. The experimental group adopts the Teachback Method with mobile technology and the control group adopts group discussion on the reading comprehension strategy course. The total teaching period was 480 minutes for 6 weeks. According to the ＂Chinese Reading Comprehension Test＂ scores of the pretest, post-test, and delayed post-test, the study adopts descriptive statistics, homogeneity test, t-test, single-factor variance analysis and other statistical methods, data analysis and collation. The results of the study are as follows: 1. After the text-based reading comprehension strategy teaching intervened, the scores of the two groups of students in the Chinese reading comprehension test were better than the pretest, and reached significant differences. 2. One month after the the text-based reading comprehension strategy teaching intervention, the performance of delayed post-test in experimental group is better than the post-test on the Chinese reading comprehension, but did not reach significant differences; the performance of delayed post-test in control group is better than the post-test on the Chinese reading comprehension , and reached a significant difference; one month after the text-based reading comprehension strategy teaching intervention, the performance of delayed post-test in both groups is better than the pretest on the Chinese reading comprehension , and reached a significant difference. 3. One month after the text-based reading comprehension strategy teaching intervention, the students of control group got higher scores on the Chinese reading comprehension delayed post-test than the students of experimental group, but did not reach significant differences. The above findings provide a reference for education-related bureaus and teachers to use the teachback method with mobile technology to enhance the mobile reading of the elementary students. |
