| Summary: | 碩士 === 台灣首府大學 === 教育研究所 === 100 === The study aims at solving problems in teaching Chinese and at building up a set of successful pedagogy for boosting reading comprehension up. The researcher conducts an action research by using “Reciprocal teaching” in a Chinese reading class. By means of engaging in teaching activities and collecting students’ feedbacks, the researcher can examine the results carefully and see if students make progress on reading. During the two-year period of action research, the researcher keeps making instant amendments to the found weakness in her teaching. The conclusions of the study are as follow:
1.With the help of scaffolding instruction, students are getting familiar with the four
reading strategies—predicting, questioning, summarizing, and clarifying. In the process of reading, they learn confirming the clues, predicting the context, using 6W technique, monitoring the comprehensive process, summarizing the articles, and clarifying the doubts. All in all, students make stunning progress in their reading comprehension.
2.Participating in a group discussion makes students learn actively and construct the
meaning of an article cooperatively. Furthermore, working in groups helps students be
willing to express personal opinions. One can eradicate his doubts by learning from
others.
3.Diverse learning activities delicately designed by teachers get students more involved
in the reading class and lift their interest in learning strategies.
4.Students deem that “Reciprocal teaching” surely improve their reading competence
efficiently. They also expect other teachers to use those strategies in different courses.
5.Students think that “questioning” is the easiest strategy to learn. The general consensus
is that “questioning” and “clarifying” are easy to be applied in reading. On the contrast,
“predicting” and “summarizing” are difficult.
6.In this action research, some dilemmas are encountered halfway, such as how to meet
students’ personal differentiation, schedule’s falling behind, a limited teaching
competence, and some unpredictable conditions in a group discussion. Fortunately, the
researcher always comes up with solutions and creates a win-win situation at last.
7.Textbooks as the reading materials are helpful in many aspects. Most of all, the nine
graders enjoy studying and become more enthusiastic about learning. Besides, a Chinese support class is given to those underachievers.
8.The researcher closely follows the protocol of action research. She reflects on her past
mistakes in the teaching and then takes immediate action to make up for them. Driven
by passion, she tries some other teaching approaches and also expresses her concern for
the students. In the very long run, her teaching profession development achieves success
to some extent.
Based on these findings, this study will provide some suggestions for Chinese teachers and advanced studies in Chapter Five.
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