An Action Research of Constructing Multi-text Reading Instruction

• Main Authors: HSU YI HSUAN, 徐翊瑄
• Other Authors: 林佩璇
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/41601032895774192670

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 97 === This research supposed to improve teachers’ reading Pedagogical Content knowledge and develop students’ reading ability during the process of constructing Multi-text Reading Instruction. Two main purpose, one was enlightened from older reading tuition project to construct reading material and teaching activity which fit teaching concept. The other one was from the praxis to introspect the difference between principles and practice. At last, some suggestions recommended as reference for further study. Researcher proceeded with three month action research for specific elementary school in Taipei City. The study subjects are researcher’s students. And the way of studying was Qualitative research. The information, including researcher’s teaching introspection, the record of observation, teaching material analysis, students discussion records, contact notes, simple diary, handworks, learning sheets, and interviews. The research contents including the class observation, video, interviews, meeting reports, and etc. According to study result, conclusions obtained as following: 1. Teachers observe the activity of reading tuition on-site to break main written text from blind to step-by-step exploration, and then introspect from practice to figure out the difference between concept and practice, and explain the researcher’s opinion for tuition. 2. The necessary principle for Multi-text Reading Instruction construction, such as, extensive resource and various activities, active discussion atmosphere. The important objective of teaching was to achieve intertextual links, and use inquiry-oriented strategies to create both physical and mental discussion environment. 3. Whole language concept apply to extracurricular reading tuition activity, and focus on the development of long term reading ability. At last, according to study conclusion, suggestions for Multi-text Reading Instruction and teachers’ action study recommended.