The Action Research of Assisting Junior High School Students with Classical Chinese by Using Reading Strategies

• Main Authors: CHANG,HSIN-WEN, 張馨文
• Other Authors: YIU,TZU-TA
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/892d49

碩士 === 國立臺中教育大學 === 教育學系課程與教學碩士在職專班 === 105 === In this study, action research method was used to investigate the teacher assisted students how to use reading strategies in learning classical Chinese, and the difficulties and learning changes they encountered. The participants were thirty eighth grade students from researcher’s class. Also, the researcher further investigated the reflection and development of the teacher in the teaching process. During March to May, 2016, the researcher designed three teaching phases, including implementing (to recognize), guiding (to use) and tutoring (provide assistance). The data were collected from teaching video, teaching observation, reflection diary, interviews, and homeworks. After analyzing these data, the main findings were as following: 1. While predicting strategies could encourage students’ learning motivation and become easier to learn, inferential strategies would be easily hampered by the lack of students' knowledge background. On the other hand, majority of students reported that questioning strategises were more difficult. 2. The students using reading strategies to learn classical Chinese could change the interaction between students and teachers in classroom. The students became active learners and the teacher became the assistant of teaching. 3. Students using reading strategies to learn classical Chinese could reconsolidate the learning modules, which has improved their reading performance. The texts became the reference to index and verify.