南華大學機構典藏系統:Item 987654321/29210
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    题名: 問思教學法於國小特殊學童閱讀理解能力之行動研究：以台南市某國小數位閱讀為例
    其它题名: An Action Research on the Improvement of Reading Comprehension Ability of Special Students in Elementary School by Questioning-Thinking Method: An Example of One Elementary School on Digital-Reading in Tainan City
    作者: 張瑞娟
    CHANG, JUI-CHUAN
    貢獻者: 資訊管理學系
    洪銘建
    HUNG, MING-CHIEN
    关键词: 閱讀理解;數位閱讀
    reading comprehension;digital reading
    日期: 2022
    上传时间: 2022-09-06 14:39:55 (UTC+8)
    摘要: 　　資訊科技與生活息息相關，3C產品充斥孩子生活影響學童的閱讀學習，而數位閱讀是否能提供兒童更多元的學習方式，以及影響數位閱讀的因素和背後動機皆值得探究。因此，本研究透過行動研究，探討在數位學習環境下採用問思教學法能否增進國小特殊學童閱讀理解能力。研究結果發現：一、閱讀理解測驗(B)版施測後，三位學童後測優於前測，表示教學介入有成效；延宕期雖然有下降，還比前測高，表示仍然有維持效果。二、教學後三位學童的閱讀理解能力未達顯著差異，但評量成績比前測值高；延宕期則未顯著差異，表示教學終止一個月後仍有維持效果。
    　　Information technology is closely related to life. 3C products are flooding children's lives and affect students' reading learning. Whether digital reading can provide students with more diverse learning methods, as well as the factors affecting digital reading and the motivation behind it are worth exploring. Therefore, this study, through action research, explores whether the use of question-and-thinking teaching method in a digital learning environment can improve reading comprehension ability of elementary school children with special needs. The results of the study found:1.After the reading comprehension test (B) was administered, the post-test was better than the pre-test for three students, indicating that digital reading intervention was effective; although the delay period decreased, it was still higher than the pre-test,thus indicating that the effect was still maintained.2.There was no significant difference in the reading comprehension ability of the three students after digital reading, but the assessment scores were higher than the pre-test values; there was no significant difference in the delay period, indicating that digital reading results were still maintained one month after digital reading was terminated.
    显示于类别:[資訊管理學系] 博碩士論文

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