| Summary: | 碩士 === 國立臺中教育大學 === 課程與教學研究所 === 98 === The study was to explore the effect of online blog sharing and Reciprocal Teaching integrated in the class-reading group among senior graders in elementary school. Based on the framework of the reading group including guided reading activity, reading session, discussion activity and extension activity, the Reciprocal Teaching was the main reading strategy used to assist students in the discussion activity. During the whole reading group, online blog was used as a warm-up activity and outside class sharing platform to arouse students’ interest. During 11-week reading program, the video-taping of the program, the students’ documents, the data of student responses in class and the pre-and-after reading comprehension questionnaires and tests were collected, and analyzed qualitatively and quantitatively. Based on the data analyses, the findings of the study were summarized as follows:
1. The model of the reading group integrated with online blog sharing was: Blog sharing warm-up, Guided reading activity, Reading session, Discussion activity and Blog extension activity.
2. Reciprocal Teaching was helpful to enhance students’ reading comprehension ability, but
“summarizing” ability was the hardest strategy to be achieved. “Summarizing” strategy
program was adjusted by “6W and three self-asking questions”, “6W added with important
sentences, making a whole paragraph”, “paying attention to the turning point when making
a paragraph”, “revised text-copying summarizing”, “put down the book, and make your own
summarizing”. Those adjustments improved the students’ summarizing ability, and made
students braver to speak on the platform as well.
3. Blog sharing could raise students’ reading efficiency and interaction of students.
4. The responses and feedback of the blog reading-group of students:
(1) The special online sharing way of blog can increase students’ motivation to share their reading thoughts.
(2) Students’ favorite categories were “I want to say” and “story relay” because they can see others sharing and learn from them.
(3) The “story rely” offered a space for those students who are creative and imaginative to create their fantasy world.
5. The difficulties the research met and reflection during the program:
(1) Taking a “group name” to develop group identification.
(2) In this class-reading group, the teacher played multiple roles: a guide, a helper and a listener, and tried to engage student to play an active role in the discussion.
(3) Chinese class was integrated with class-reading program to compensate for insufficient time.
(4) It takes time to upgrade students’ appreciation of literary works.
(5) During the program of online blog sharing, some defects were found and mended such typing forms and internet-using problems.
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