The Study of the Construction of Elementary Science Textbook Reading Comprehension Instructional Strategy Model

• Main Authors: Shu-chi Pan, 潘淑琦
• Other Authors: Hsiu-Shuang Huang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/88555055637234278666

博士 === 國立臺南大學 === 教育經營與管理研究所博士班 === 100 === This study was to construct the reading comprehension instructional strategic modeling for the elementary science textbooks. Firstly, The study explored the importance of textbook in teaching, and the notion, the theories, the related studies within the reading comprehension, and the strategy for urging the reading comprehension.；Secondly, To understand the real situation of reading comprehension for science textbooks by the pilot study on the thirty elementary teachers and four hundred fourth grade students. In view of actual teaching circumstances of elementary science textbooks comprehension, by mean of interviewed fourteen students from fourth grade to sixth grade and four elementary science teachers, this research analyzed their actual practice ways of reading comprehension instructional strategic for the elementary science textbooks, and then develop the proto type of elementary science textbooks reading comprehension and its meaning. Furthermore, the Delphi-technique questionnaires were generated based on the results of the case study and was used to be investigating tools for three rounds. Lastly, the best suitable elementary science textbooks of reading comprehension instructional strategy model were constructed. The model contained four key factors (including factor such as student individual, textbook choosing, reading situation, and teachers’ teaching strategy), 16 concrete factors and 98 content items in total. This reach used literature discovery, pilot research, case study, and Delphi-technique method, the data collection, analysis and discussion. The main results were as follow: 1. The model included four key factors, which were student individual, textbook choosing, reading situation, and teachers’ teaching strategy 2. The four key factors consisted of the model had interacting relationship. 3. The contents of student individuals in the model contained students’ science pre-knowledge, language reading comprehension ability, and science reading attitude. 4. The contents of textbook choosing in the model contained text-diagram layout of the textbook, proper terms explanation, unit main points marked in the textbook, extended study of the units, and the amount of related idea of the main idea. 5. The contents of the reading situation in the model contained theme decoration of science classroom and the class management of the teachers. 6. The contents of the teaching strategy in the model contained teachers can offered proper instruction to the students for using reading comprehension strategy, teachers’ reading teaching strategy increases students interest toward science study, teachers’ integration and hint out units’ main points, teachers’ instruction on group discussion, teachers’ proper terms explanation and various evaluation methods. 7. Applying the model still faces many difficulties; it depends on complete plan and application methods. 8. By using STST concept to construct the best suitable elementary science textbook of reading comprehension instructional strategy and planned underline meaning. Finally, according to the study purpose and results, the recommendations as references for the teachers were proposed, textbook editors and the follow up research.