| Summary: | 碩士 === 中華大學 === 資訊管理學系 === 105 === This study aims to explore the use of Big6 model in junior high school reading and writing project. In this study, students were guided to use Big6 skills. By observing the performance of students, I gained feedback on the implementation difficulties of the model and sought to find solutions to address these challenges.
The participants in this study were 52 students selected from a junior high school in Hsinchu City. From students’ second semester in seventh grade to their first semester in eighth grade, I administered Big6 instruction over two rounds of course work. I designed the theme of the Big6 model to relate with students’ life experiences. Using Google cloud collaboration platform, I designed small group collaborative work and integrated many reading strategies (such as finding main ideas and details, scanning, summarizing, mind-mapping, and self-questioning) into the program. My aim was to help students hone their skills in the Big6 model of enhancing reading comprehension as well as increasing one’s ability to research, summarize and integrate information. I hoped that with teachers’ guidance, students can take the initiative to take ownership of their learning and actively research information to solve challenges that they may encounter in the process to complete a thematic biography research report.
After the first round of the course, I administered a "Teaching Feedback Questionnaire"
and "Opinion Survey" to collect qualitative and quantitative information and conducted narrative statistics and related analyses. I took into account the challenges that students reported while taking this course and administered interventions in order to assist students to complete the second round of courses. After the second round of course was delivered, I conducted another questionnaire survey to understand student gains and feelings after undergoing the course.
The results revealed that students responded positively to receiving Big6 model instruction in thematic reading and writing instruction. In addition, students performed better after they received the second round of coursework compared with after receiving only one round of coursework. These results show that the implementation of the Big6 model in addition to the use of Google cloud can effectively increase students’ ability to complete thematic reports. In addition, students who underwent Big6 training expressed high interest in receiving instruction under Big6 model in other academic disciplines.
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