| Summary: | 碩士 === 國立臺北教育大學 === 教育學系教育創新與評鑑碩士班在職專班 === 106 === This research aims to find out the efficacy of teaching Questioning-Thinking Reading in the smart classroom of the second graders in a Taipei elementary school. In order to conduct the research, the researcher developed a series of teaching activities, established the procedure of adopting Questioning-Thinking Reading in the smart classroom and delivered the activities to 28 second graders taught by the researcher in an elementary school in Taipei. The 28 pupils took a pretest on Feb. 22, 2018 before the research started, and a posttest on May. 11, 2018. Within the 10 weeks, 10 lessons of Chinese reading material were taught in 30 sessions. In each session, instructional technology of smart classroom was implemented while the pupils were instructed through Questioning-Thinking.
The results of the pre and post test analyzed by t-test are stated below.
1. The teacher who designs the activities for the Teach-Reading course in a Smart Classroom should create an interdisciplinary program as well. A topic-based reading plan deepens and broadens the contents, which increases the teaching efficiency.
2. A module of the “Three stages, four steps” approach, along with effective-questioning, cooperative learning, and technology aids made learning-success achievable.
3. The students’ performance on reading comprehension as well as their attentiveness and motivation to read improved significantly.
Based on the findings, the author raised some suggestions for further studies.
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