| Summary: | 碩士 === 淡江大學 === 課程與教學研究所碩士班 === 100 === This study is aimed at exploring the inquiry-based newspaper teaching of elementary school students in thinking processes through action research and the impact of inquiry-based newspaper teaching on student reading ability. In this study, sixth graders are the participants, and qualitative research-based is the main approach supplemented with quantitative research method. It has also included qualitative data collection from observational records, student worksheets, teacher reflection journals, collaborative researchers comments, and “Reading Comprehension - Articles and Sample Questions” published by The Ministry of Education for testing student reading comprehension before and after inquiry-based newspaper teaching. The conclusions are as follows:
I. Discoveries in inquiry-based newspaper teaching process
1. The teacher created a multi-learning situation to motivate student to explore issues.
2. The inquiry ability was deeply affected by reading comprehension. Students with better reading comprehension were able to raise explorative questions.
3. Internet searching has become a necessary skill and primary method of data collection. Students’ abilities in analyzing problems and mastering keywords affected the students’ abilities in searching information.
4. Students drew the Mind Map with collected data. It was helpful in their abilities of understanding and interpretation the process and then produced systematic and rich conclusion.
5. Inquiry-based newspaper teaching is student-centered. Students must think of ways to collect information, analyze data, refine conclusions, and thus enhance student ability to solve problems.
6. Inquiry-based newspaper teaching was arranged in cooperative group learning to allow students to learn from team work.
II. The implementation of inquiry-based newspaper teaching can enhance student reading comprehension.
1. Inquiry-based newspaper teaching can enhance student reading comprehension ability, especially in abilities of "extracting the message", "inferring the message", and "interpreting and integrating".
2. Reading comprehension is highly influenced by the attributes of time, preference, and engagement.
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