| Summary: | 碩士 === 國立臺東大學 === 教育學系(所) === 97 === Abstract
This research is to blend information technology with reading teaching to guide students into extended reading and opening their eyesight. The author tried to enhance pupil’s reading capacity during teaching process and presented conclusions and suggestions of such teaching blended with information technology by way of practical action, reflecting and reviewing so as to provide a reference for carrying out such kind of teaching blended with information technology.
The author has spent one year to do this research, and engaged three stages of actions during one semester. In the first stage, “Kite-flying period”, the author blended information technology into the extended reading classes of Chinese teaching in models of educational resources, technological circumstances and technological integration. And review and correct after teaching, then readjust the focus to form the second stage: “call-the-shots period” which teach extended reading and co-reading, and blended the teaching with models of technological circumstances and technological integration. The capacity of reading among students has changed during the second stage. In order to reinforce their reading behaviors, the author corrected some of the teaching activities so would it steps into the third stage “development in action period”. During this period, the reading behaviors of students have been reinforced continually and blended with computer courses so as to fulfill the infusion curriculum with information technology.
The conclusions yielded through sorting out and analyzing data are as follows:
1. Reading teaching blended with models of technological circumstances and technological integration would substantially facilitate the reading behaviors of students.
2. The model of technological circumstances could extend the range of students’ reading under the condition of learning task.
3. Reading teaching blended with information technology could enhance the effects of students’ reading behaviors, and such kind of change could also beef up students’ concentration and reading comprehension.
4. Students could acquire various reading strategies in the teaching activities blended with information technology.
5. The conclusion showed the predicaments teachers met in carrying out such kind of teaching and suggested the solution.
6. Such teaching design would indirectly change students’ attitudes toward using the information technology.
7. The ideology of reading teaching blended with information technology should be revised to major in teaching and be assisted with information.
8. Teaching and research would be complemented by each other and make both teachers and students grown. The author would base on the conclusions to provide suggestions about how to popularize such kind of teaching blended with information technology and what issues future researches could engage in.
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