| Summary: | 碩士 === 世新大學 === 資訊管理學研究所(含碩專班) === 105 === In order to improve students’ reading competences, governments around the world have put lots of focus on reading education. Students learn to cultivate their habits of independent reading through abundant reading; meanwhile, the strategies teachers applied in class help students gain reading efficiency. Among those, self-questioning is one of the reading strategies which teachers can apply in class and help students comprehend the meaning.
The purpose of this study is to understand the correlation between the perception of self-questioning and its actual use among different teaching backgrounds for elementary school teachers in New Taipei City.
Questionnaires are adopted to analyze in this study. There were 395 valid return collected to run descriptive statistics, independent-sample t test, one-way analysis of variance and Pearson Product-Moment Correlation.
According to the results of analysis, the study showed that the overall perception of self-questioning reached high level among elementary school teachers and the desire of using the strategy is also high. However, teaching grades, school locations, school sizes and the relevant learning hours teachers have ever taken have made a huge difference in perception. For the actual use of self-questioning, the overall result reaches moderate level; however, significant difference still lies in teaching grades, school locations, school sizes and the relevant learning hours. Therefore, the conclusion can be drawn that there is a positive correlation between the self-questioning strategy and its actual use.
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