Summary: | 碩士 === 大葉大學 === 教育專業發展研究所 === 101 === The study used the action research to understand how the method of Reciprocal Teaching (RT) could be integrated into Chinese Course for the fourth grade students in an elementary school, and whether it could enhance reading comprehension and reading attitude for the students.
By analyzing the teaching process and the learning performance of students, this study may evaluate this teaching method. Accordingly, the researcher could develop a Chinese curriculum plan as a reference for future research. There were 29 fourth-grade students in this study. The data were collected based on both qualitative and quantitative methods, together with the observation and reflection of this researcher. The results are shown as follows:
1. The Reciprocal Teaching can interest the students to learn Chinese and encourage them learn actively.
2. Of four reading strategies (reading strategies, Predicting, Questioning, Clarifying, and Summarizing), most students thought Questioning is the easiest to learn. However, the strategy of Summarizing is the most difficult. Nevertheless, most of them had a positive attitude toward the learning process.
3. Students’ reading comprehension had made a significant improvement through Reciprocal teaching. In another words, RT could be a learning tool to enhance students’ reading comprehension skills.
4. Overall, the students had a highly positive reading attitude.
5. According to the evaluation of teaching process and the learning performance of students, also based on consistent reflection and correction of teaching, this researcher has developed a set of teaching plan on integrating Reciprocal Teaching into Chinese Course. This paper could serve as a reference for the interested teachers.
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