Study on applying self-questioning strategy for social study of the 5th graders of elementary school

• Main Authors: Meng-Hua Hsu, 徐孟華
• Other Authors: Yuan-Ling Lia
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/13785539592043730860

碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 102 === The purpose of this study was to explore the effect of applying self-questioning strategy for reading comprehension and social study of the 5th graders of elementary school. Quasi-Experimental design was conducted in this study, the research participants were from the 5th graders of Yang Guang Elementary School in Nantou City, the experiment and the control groups each consisted of 28 students. The experiment group attended the course applying self-questioning strategy merged into social study for ten weeks. This study was executed by means of “Reading comprehension ability text”, “Social study assessment”, “Students self-questioning learning sheet”, “Social study satisfaction list”, and “Interview guide”. All the collected data were analyzed to acquire conclusions by Independent-Samples t-Test, paired t-Test and percentage. The major findings are as follows: 1. In social study teaching, the experiment group who received self-questioning strategy has progressed in reading comprehension. 2. In social study teaching, there were no difference in reading comprehension between the experiment group and the control group after receiving self-questioning strategy. 3. In social study teaching, there were no difference in social study assessment between the experiment group and the control group after receiving self-questioning strategy. 4. In self-questioning strategy merged into social study, students who asked the questions of facts were better than inference and comment questions. 5. Students who received self-questioning strategy merged into social study have a positive thinking and attitude on cognition, technique, and affection.