Interactive Teaching Method Research on the Effectiveness of Reading Comprehension to Grade 5th Students of Elementary School -A case study of environmental education kits

• Main Authors: Shan-hui Lin, 林珊卉
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/15502017297261998934

碩士 === 國立屏東教育大學 === 數理教育研究所 === 100 === This research is exploring the interactive teaching method on effectiveness of reading comprehension toward the grade five students of elementary school. Using Environmental educational materials as teaching text, through a series of "environmental knowledge quiz" and Wang Jingru "elementary school children''s reading ability in scientific tests", tests students in reading comprehension results following the implementation of interactive teaching method. The study was based on the cluster sampling. Four classes of grade 5 students in elementary school A located in Sinying district were selected as the research subjects. Randomly assigned two classes as the experimental groups and the other two classes as the control groups, a 23-lesson of interactive experimental teaching method were given during the course of the research. The Nonequivalent Pretest-Posttest Designs listed in quasi-experimental research was applied in this study. The methods of Independent samples T test and Analysis of Covariance were used as the analysis of the research results. Based on the study, three observations were concluded shown as the following: 1.Based on the results of “environmental knowledge quiz”, the students who were taught by interactive teaching method are better than the one who were taught normally. Comparing the progress of students at the cognitive level in terms of “memories" and "understanding", the ones who were taught by interactive teaching method are better than those students who were taught normally. However, in terms of “applying” of what they have learned, there is not much difference between the two groups. 2.Based on the results of the "elementary school children''s reading ability in scientific tests", the students of teaching by implementation of interactive teaching method are better than the ones who were taught normally. Comparing the progress of reading comprehension in terms of the "analysis of messages" and "message inferences", the ones who were taught by interactive teaching method are better than those students who were taught normally. However, in terms of the "vocabulary understanding” and "identification of the topic" there is not much difference between the two groups. 3.The students who were given the interactive teaching method looking the way positively and are willing to use such a method when they study an article in the future. They will also apply the strategies of predicting, asking, clarifying, and digesting in reading.