曼陀羅思考式閱讀策略對提升自主性閱讀成效之研究~以文化國小四年級學童為例

• Main Author: 徐昀霖
• Other Authors: 林明珠
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/84831168159160493012

碩士 === 國立花蓮教育大學 === 國民教育研究所 === 97 === Abstract The purpose of this study was to explore the self-independent reading promotion when using Mandala reading strategy, and to observe and analyze the differences in the progress. By using Action research, the students from Grade 4 Class 2 in Taipei Muniple Wenhua Elementary School were observed as the objects of this study. Based on the development of the fourth graders’ reading ability and the present situation of reading education, the text in the seventh volume of six from Chinese experimental materials by National Academy for Educational Research(1994) was applied. There were three stages carried on the teaching, the characteristic analysis of articles, the Mandala external reading worksheet, and the Mandala intrinsic reading worksheet. Through eight teaching activities, the researcher analyzed the worksheets with self-made reading comprehension tests, and observed the differences in the progress. The following are the results of this study: 1. Mandala reading instruction efficiently promoted students’ reading comprehension abilty and interests. 2. Mandala reading instruction efficiently helped students to abstract the main point from articles and to give feedback with it. 3. Mandala reading instruction efficiently promoted students’ concentration during the reading progress. 4. Mandala reading instruction efficiently promoted students’ whole performance in reading tests. 5. Mandala reading instruction had great feasibility to integrate into reading instruction in elementary schools. From the results described above, the recommendations were provided for teachers and the future studies. Essential characters: Mandala, self-independent reading, reading comprehension.