| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 101 === The purpose of the study mainly focuses on the effect of reading juvenile fictions on 6th graders'' predictive and interpretative abilities, and deeply investigate their feedback and responses. Accordingly, educators could adapt their instructional strategy after reflection from learning activity. The study was conducted with quasi-experimental method, in which two classes of 6th graders of elementary school in Tainan city as subjects. The instructional procedure consists of four session, including story prediction, storytelling, interaction between story and readers and extension of story topic. The conclusion of the study is made via collecting video participation, worksheets, reflection notes, conversation and feedback suggestions, as listed as follows:
1. Juvenile fiction reading strategy could facilitate 6th graders'' predictive ability.
2. Juvenile fiction reading strategy could help improve 6th graders'' interpretative ability.
3. The reason that leads to 6th graders'' difficulty in reading Juvenile fiction is that the students can''t understand the relationship between the characters in the story.
4. Students express positive reactions to the ways of prediction, and question and discussion in the learning process.
5. The reactions of the students to reading Juvenile fiction includes :
(1). The way of prediction and question is better monitor their forecasting process than the way of only using prediction. In addition, it could promote students'' finish reading text actively, as well as concentration and interests.
(2). It could improve educators'' teaching progress when students get the points of reading Juvenile fiction strategy.
(3). It would slow down educators'' teaching progress when students have more interactions and discussions with the educators.
(4). Sharing the feedbacks among students could increase students'' breadth and depth of thinking.
6. The teaching reflection from educators includes:
(1). The educators needs to know the characters of the story well in advance so that key problems can be arose to guide students to learn predictive strategy.
(2). To demonstrate the reading strategy via the way of question and discussion, in which facilitate students'' prior knowledge.
(3). To increase the frequency and depth of high-level questions between educators and students, the text of the story has a subtle effect on students as long as the educators could offer real-time guidance.
(4).To enhance students'' empathy and enlightenment via the way of question and discussion, in which students are able to respect others'' feedback and ideas after reading fictions.
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