The effect of cross-examination debate by teaching critical reading instruction

• Main Authors: Chen hsiao jung, 陳曉蓉
• Other Authors: Sue Yi Wen
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/23485194034579658493

碩士 === 國立臺中教育大學 === 語文教育學系碩博士班 === 99 === The purpose of this study was to investigate the effect of cross-examination debate by training critical reading for elementary school fifth grade students. The experiment of the research with pretest-posttest nonequivalent-control-group design was conducted.The research selected two fifth-grade classes as subjects.One was assigned as the experimental group, and the other was to the control group.There were twenty-nine students in experimental group, and twenty-seven students in the other class ewere assigned to the control group.The experimental group received two sections of each week, and using total eight units for training critical reading.The experiment was extended for a period of eight weeks. But the control group did not accept the training.The research used CCT-X and the scoring of cross-examination debate as the research instrument, and the SPSS as the statistic analysis.The scores were statistically judged by one-way- analysis of covariance. The following was the results of the study: 1. Regarding the “Critical thinking abilities＂: The students in experimental group received critical reading instruction scored higher on the abilities of comprehensive capacity, observation and credibility, assumptions in CCT-X than the control group. 2. Regarding the“Cross- examination debate abilities＂:Investigating the Performance in four aspects about comprehensive capacity, statement,cross-examination, replication. a. The study showed that in experimental group students who scored high on CCT-X had a significantly higher score than the control group in the four aspects. b. The study showed that in addition to replication ,in experimental group students who scored medium on CCT-X had a significantly higher score in other three aspects than the control group. c. The study showed that In experimental group students who scored low on CCT-X had not a significantly higher score in the four aspects than the control group. 3. The experimental group held positive attitude toward critical reading Instruction.