| Summary: | 碩士 === 靜宜大學 === 青少年兒童福利研究所 === 94 === Wei-Ting Tseng, B.A., National Taipei University of Education, 1998
M.A., Providence University, 2006
Major: Youth and Child Welfare
Action Research on a Class-Reading Group Developed for Senior Elementary School Children
Thesis directed by San-Yi Li, Ph.D.
Pages in thesis, 173. Words in abstract, 527.
ABSTRACT
This study adopts action research to examine the process and result of implementing a class-reading group among senior graders in elementary school. First of all, this study intends to seek a way how the group can be effectively put into action. Furthermore, the effectiveness of implementing the group in class is investigated. Finally, the researcher can develop her professional knowledge and skills, which can serve as a reference for elementary school teachers who would like to apply class-reading group to their teaching.
Through this study, some findings are summarized as follows:
1. Seven phases of effectively implementing the class-reading group:
(1). Preparatory activity: Designing worksheet and attainment data sheet, and searching for related reading materials on the Internet
(2). Warm-up activity: playing games or telling stories related to reading texts in order to lighten the atmosphere
(3). Guided reading activity: generalizing story content or browsing related websites
(4). Reading session: engaging students in reading during self-study morning time and requiring students to design “self-ask and self-answer.”
(5). Discussion activity: employing group discussion and group competition, and taking notes during discussion
(6). Feedback activity: Publicly approving of excellent students with oral praises and material rewards
(7). Extension activity: writing worksheet and reflection logs and publishing excellent works in the form of class newsletter
2. Possible difficulties and strategies in implementing the class-reading group:
(1). The students are stimulated to express through “self-ask and self-answer” they design when they express inactively.
(2). If some students do not attentively listen to others’ talks, a particular student can be asked to put any question to them. After their answers are given, the student who poses the question will subsequently supplement any incompleteness.
(3). The teacher gives the students preparation time in advance when some of them are still unwilling to orally express.
(4). It is suggested that the school authorities can merge those activities of the same nature into one if there are too many school activities which might affect students’ learning moods. Alternatively, the students’ anxious moods can be comforted.
(5). The teacher cooperates closely with parents to skillfully and patiently teach those students whose learning attitudes are not active.
3. Influences of the class-reading group on reading and writing abilities:
(1). Comic books and picture books were preferred mostly by the students in question before the class-reading group is implemented while all kinds of books are enjoyed by all students after it is carried out.
(2). After the class-reading group is implemented, the students’ attitudes towards reflection writing becomes less hostile. With writing time shorten and content becoming rich, they can independently complete their writing.
4. Teacher development
(1). In this class-reading group, the teacher plays multiple roles: a pushing hand, a creator of reading context, a navigator, and a reading companion.
(2). Over the course of implementing the class-reading group, teacher-students communication skill changes: adopting the strategy of “moral persuasion.”
Finally, to those teachers who are implementing class-reading group and in the future study, the study offers nine suggestions. For example, the class-reading group can be implemented in reading classes or self-study morning sessions matching with elastic curriculum sessions.
Key words: class-reading group, action research, and reflection writing
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