| Summary: | 碩士 === 國立彰化師範大學 === 地理學系 === 98 === Abstract
This paper aims to discuss the performance of students’ learning process, learning experience and learning effect in an application of auditory learning and oral reading methodology in geography teaching at a junior high school. This research intends to make an experiment on four classes from the first and second grade of junior high school respectively. Two of them design to be experimental group while the other two will be the control group. Also, the former one will adopt oral reading method while the latter will adopt silent reading method based on ten geography supplemental articles which all involve reading comprehension test. The results of two groups will be analyzed according to their performance of learning process, learning experience and learning effect. The results are as following:
1. Students of oral group and silent group make a huge difference in participation, reading time span, reading attitude and their feedback. Meanwhile, the control of two groups makes differences for teachers as well.
2. First graders’ comprehension to the article stays all the same regardless of different formats of articles. Oral reading group of second graders performs well in comparison to silent reading group. After applying two kinds of methodologies of teaching, students of both grades perform better to oral reading method.
3. The comprehension to the supplemental articles is basically the same to first and second graders regardless of their different reading methodology; however, their preference for reading forms differ a lot to different reading methodologies.
4. Auditory learning and oral reading will make differences in the overall learning performance of the first grade students. Oral reading group performs well than the silent reading group in the genre of narration, poem and plain article; on the contrary, second graders make no difference to all the genres and to both methodologies.
5. Sexuality makes no difference to their performance, leaning experience regardless of their different grades and groups, but it makes difference in learning performance.
In the final chapter, this research will bring forth further suggestion to how to choose the articles, the control of exterior disturbance, the choice of reading methodologies, the control of reading process and how to continue the oral reading teaching.
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