Action Research on Teaching Reading with Predictive Strategies for First Grade Students
碩士 === 淡江大學 === 課程與教學研究所碩士在職專班 === 103 === This study aims to explore the process and the effects of the application of prediction strategies in reading teaching for first-grade students in an elementary school. The researcher progressed the teaching of 18 classes which lasted for 9 weeks. Holding t...
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ndltd-TW-103TKU052120022016-10-23T04:12:32Z http://ndltd.ncl.edu.tw/handle/61613994883485288043 Action Research on Teaching Reading with Predictive Strategies for First Grade Students 預測策略運用在國小一年級閱讀教學之行動研究 Huei-Min Wu 吳惠敏 碩士 淡江大學 課程與教學研究所碩士在職專班 103 This study aims to explore the process and the effects of the application of prediction strategies in reading teaching for first-grade students in an elementary school. The researcher progressed the teaching of 18 classes which lasted for 9 weeks. Holding the spirit of action research, the researcher improved the teaching by the circulating process of planning, acting, observing, and reflection. With the data of reflective journal, notes of observation, interview, tests of reading comprehension, and feedback questionnaire of curriculum, the researcher presented what the teaching process was. Aiming at the problems and solutions during the process of teaching, and students’ reading and comprehensive ability and learning attitudes, the researcher presented the result and discussion. This study concluded as follows: First, the application process of prediction strategies in reading teaching: 1.The clear demonstration and guidance of strategies from a teacher helped students learn and apply these strategies. 2.Integrating games which students were interested in during the teaching process increased their learning interests toward strategies. 3.The process of team dialogue in groups could inspire multiple thinking and promote learning effects. Second, the effects of students’ reading and comprehensive abilities: 1.With the application of prediction strategies, students’ abilities in word comprehension were improved. 2.With the application of prediction strategies, students’ abilities in text inference comprehension were improved. 3.With the application of prediction strategies, lower graders’ abilities in reading comprehension were improved. Third, students’ learning attitudes toward prediction strategies: 1.The application of prediction strategies in reading teaching received recognition from and was popular with students. 2.The application of prediction strategies in reading teaching promoted the willingness of exploring texts actively of most students. Fourth, the researcher’s professional growth: 1.The researcher gained professional growth and harvest from the process of the action research. 2.The researcher promoted the ability of self-reflection from the process of the action research. Ya-Fung Chang 張雅芳 2015 學位論文 ; thesis 171 zh-TW |
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碩士 === 淡江大學 === 課程與教學研究所碩士在職專班 === 103 === This study aims to explore the process and the effects of the application of prediction strategies in reading teaching for first-grade students in an elementary school. The researcher progressed the teaching of 18 classes which lasted for 9 weeks. Holding the spirit of action research, the researcher improved the teaching by the circulating process of planning, acting, observing, and reflection. With the data of reflective journal, notes of observation, interview, tests of reading comprehension, and feedback questionnaire of curriculum, the researcher presented what the teaching process was. Aiming at the problems and solutions during the process of teaching, and students’ reading and comprehensive ability and learning attitudes, the researcher presented the result and discussion. This study concluded as follows:
First, the application process of prediction strategies in reading teaching:
1.The clear demonstration and guidance of strategies from a teacher helped students learn and apply these strategies.
2.Integrating games which students were interested in during the teaching process increased their learning interests toward strategies.
3.The process of team dialogue in groups could inspire multiple thinking and promote learning effects.
Second, the effects of students’ reading and comprehensive abilities:
1.With the application of prediction strategies, students’ abilities in word comprehension were improved.
2.With the application of prediction strategies, students’ abilities in text inference comprehension were improved.
3.With the application of prediction strategies, lower graders’ abilities in reading comprehension were improved.
Third, students’ learning attitudes toward prediction strategies:
1.The application of prediction strategies in reading teaching received recognition from and was popular with students.
2.The application of prediction strategies in reading teaching promoted the willingness of exploring texts actively of most students.
Fourth, the researcher’s professional growth:
1.The researcher gained professional growth and harvest from the process of the action research.
2.The researcher promoted the ability of self-reflection from the process of the action research.
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author2 |
Ya-Fung Chang |
author_facet |
Ya-Fung Chang Huei-Min Wu 吳惠敏 |
author |
Huei-Min Wu 吳惠敏 |
spellingShingle |
Huei-Min Wu 吳惠敏 Action Research on Teaching Reading with Predictive Strategies for First Grade Students |
author_sort |
Huei-Min Wu |
title |
Action Research on Teaching Reading with Predictive Strategies for First Grade Students |
title_short |
Action Research on Teaching Reading with Predictive Strategies for First Grade Students |
title_full |
Action Research on Teaching Reading with Predictive Strategies for First Grade Students |
title_fullStr |
Action Research on Teaching Reading with Predictive Strategies for First Grade Students |
title_full_unstemmed |
Action Research on Teaching Reading with Predictive Strategies for First Grade Students |
title_sort |
action research on teaching reading with predictive strategies for first grade students |
publishDate |
2015 |
url |
http://ndltd.ncl.edu.tw/handle/61613994883485288043 |
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