中心館藏網址 http://tulips.ntu.edu.tw/record=b2172497*cht

[ 摘要 ]
本研究旨在探討相互教學法對原住民國小六年級學生閱讀理解之教學成效。
本研究採用「單組前後測設計」以及「實驗組和對照組比較」的準實驗研究法。研究樣本之實驗組取自屏東縣獅子鄉楓林國小六年級12名學生，對照組一取自屏東縣獅子鄉內獅國小六年級14名學生，對照組二取自屏東縣獅子鄉楓林國小五年級12名學生。
實驗組學生接受為期十二週，每週2次，每次80分鐘，以國語科課文為教材之相互教學法教學；兩組對照組學生則在實驗組進行教學的同時，以一般教學法進行教學。在實驗開始前三組學生分別填答「閱讀理解測驗(甲)」、「閱讀理解策略評量表」，實驗完成之後，三組學生再分別填答「閱讀理解測驗(甲)」、「閱讀理解測驗(乙)」及「閱讀理解策略評量表」。另外，實驗組學生在實驗前、中、後接受晤談，教學實驗進行當中，研究者亦參與觀察實驗組學生的各項行為表現。
本研究的主要發現：
一、相互教學法對於提昇原住民學生的閱讀理解能力呈現部分成效。
二、相互教學法對於提昇原住民學生的閱讀理解能力方面，大體上不因不同文體(故事體、說明體)而有不同效果。
三、相互教學法對於增進原住民學生的閱讀理解策略，具有促進效果。
四、實施相互教學法之後，大部分原住民學生皆能清楚說明「預測」、「自問自答」、「摘要」、「澄清」四種策略而且大部分原住民學生表示日後閱讀文章時，仍會使用四種策略。
五、原住民學生最喜歡相互教學法實施過程中的「小組練習」方式進行文章的探討。
六、原住民學生認為相互教學法的最大收穫是學習到閱讀的策略，其次是幫助文章理解。
七、透過晤談法和參與觀察法的研究方式，有助於發現閱讀理解方面的不同訊息。

[ 英文摘要 ]
l instruction on reading comprehension in sixth-grade aboriginal students.
The experiment with one-group pretest-posttest design and experimental group versus control groups design were conducted. The subjects of experimental group were 12 sixth-grade students from Feng-Lin elementary school in Pingtung County. The subjects of the first control group were 14 sixth-grade students from Nei-Shih elementary school in Pingtung County. The subjects of the second control group were 12 fifth-grade students from Feng-Lin elementary school in Pingtung County.
The experiment group received 12 weeks, 2 times a week, each time 80 minutes of reciprocal teaching instruction, whereas the control groups received regular instruction. Before the experiment, three groups of students took an A -test of reading comprehension, and filled out a scale of reading comprehension strategy. After the experiment, three groups of students took an A-test of reading comprehension, took a B-test of reading comprehension, and filled out a scale of reading comprehension strategy. On the other hand, the experiment group received interview before, during and after the experiment. During the experiment, the researcher also observed the behavior of the experiment group’s students.
There are seven main findings of this study:
1.Reciprocal teaching has partial effects on reading comprehension in aboriginal students.
2.Effects of reciprocal teaching on reading comprehension in aboriginal students are not influenced by the different literary styles.
3.Reciprocal teaching could improve reading comprehension strategies in aboriginal students.
4.After reciprocal teaching, most aboriginal students not only could express but keep on using the four strategies of predicting, questioning, clarifying and summarizing.
5.The aboriginal students like to discuss text by practicing of group cooperation.
6.The aboriginal students think the most harvest by reciprocal teaching is that they learn the reading strategies and help themselves to understand text.
7.Through the interview method and participant observation method could help us to find a lot of information of reading.