自我提問策略應用於國小五年級課文...

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The Qualitative Study of Self-questioning Strategy

Applied on Fifth-grade Students Text-based Reading

Comprehension and Teaching

Abstract

The purpose of this study was to explore the applicability of applying

self-questioning strategy for text-based reading comprehension teaching of the 5th

graders of elementary school. After teaching process, explore opinions and feelings for

fifth-grade students of self-questioning strategy applied to Chinese language

curriculum.

They received forty-minutes self-questioning strategy instruction classes twice a

week, totaled eight weeks. Research tools were included: "student interviews outline" ,

and "self-questioning teaching feedback questionnaire". During the research process,

included: video recording, audio recording, student practice sheets of self-questioning,

student interviews and student feedback questionnaires. During the course of the study,

the qualitative way was used to analyze and discuss. In addition, percentage of teaching

feedback questionnaire data analysis and interpretation, to supplement the qualitative

information of this study.

Conclusions are summarized as follows:

1. Self-questioning strategy was used in text-based reading comprehension teaching is

feasible, and enhanced students' participation in class discussions. In the learning of

self-questioning strategy , students were changed to be the main askers and learners.

The different structures of the article should be learning by different practice sheets,

in order to achieve the effect of self-questioning.

2. In order to achieve the effect of discussion, the teaching process adopt a gradual

release of responsibility direct method, and supplemented the group discussion

cooperation guidance.

3. Students' reading habits and frequency can be changed through guidance-teaching

and education..

IV

4. Students in the preview stage, ask questions while leveling the question, not only

cultivate active thinking attitude toward learning, but also to help the majority of

students asked questions helpful for reading comprehension, while improving the

question's level and the quality of self-questioning.

5. Students' common problem is to ask incomplete and unclear questions, or ask a

question not the case with the text of the link in the early stages of learning. It can

be improved through teacher's inquiry and demonstrations.

6. Students enjoy using self-questioning strategy and think using self-questioning

strategy were helpful for reading comprehension.

Regarding the conclusions above, the researcher made recommendations to

educators and actions for the future.

Keywords: self-questioning, text-based reading comprehension,

reading comprehension

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S18((-2-1050627-S18)

S19(-2-1050627-S19)

:

58%

63%(2011)

:

:

()

:

S5: (-1-1050418-S5)

S15:

(-1-1050418-S15)

S5 S15 (18/2017/20)

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:

95

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S10S15S13

S18

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S18S19

S10(-2-1050627- S10)

S15 () (-2-1050627- S19)

S2(-2-1050627- S2)

S5(-2-1050627- S5)

S13(-2-1050627- 13)

S18(-2-1050627- S18)

S3(-2-1050627- S3)

S8(-2-1050627- S8)

S19(-2-1050627- S19)

S11(-2-1050627- S11)

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S5

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S15(-2-1050627- S15)

S11((-2-1050627- S11)

S19 (-2-1050627- S19)

:

(S3S8S10S15)

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:

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S9 (-2-1050627- S9)

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98

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S16((-2-1050627- S16)

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(2012)

(1997)

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2007

2005New Dictionary of Education

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http://study.naer.edu.tw/UploadFilePath/dissertation/l019_05_0864.pdf

2010

(2014)

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1989

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(2000)

(2011)

2008

2008

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821-36

2007

Kenneth S. Goodman(1996)()(

1996

Robb,Laura.(2003)()(

2000)

Warren Berger(2014)()(

2014)

114

Gagn, E. D.(1985) The cognitive psychology of school learning. Boston: Little, Brown

and Company.

King, A. (1989). Effects of self-questioning traning on college student's comprehension

of lectures. Contemporary Education Psychology, 14(4), 366-381.

King, A. (1994). Guiding knowledge construction in the classroom: effect of teaching

children how to question and how to explain. American Education Research

Journal, 31(2), 338-368.

Palincsar Brown, D. A. (1987) Enhancing instruction time through attention to

metacognition. Journal of Learning Disabilities, 20(2), 66-75.

Palincsar, A. S. & Brown, A. L. (1984). Reciprocal teaching of

comprehension-fostering and comprehension-monitoring activities. Cognition and

Instruction, 1, 117-175.

Pearson, P. D., & Johnson, D. D. (1978). Teaching reading comprehension. New York

Holt, Rinehart & Winston.

Rosenshine, B. Meister, C. (1994). Reciprocal teaching: A review of the research.

Review of Educational Research, 64(4), 479-530.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological

processes. Cambridge, MA: Harvard University

Wong, B.Y.L. (1985). Self-questioning instructional research. A review of Educational

Research, 2(55), 227-268.

Yang, M. (2006). A critical review of research on questioning in education: limitation of

its positivistic basis. Asia Pacific Education Review, 7(2), 195-204.

115

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