| Summary: | 碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 103 === In this study, the research had implemented the reading strategy of vocabulary development in teaching social studies for 12 periods by adopting action study. A whole class students who studied fifth grade in Yunlin County were the research participants. The researcher applied“Learning Effect Test”in both pretest and posttest to analyze the participants' learning performance. During the implementation, the researcher could realize the learning effect by using strategy based on the writing exercise worksheet and informal interview. After the implementation, the researcher utilized the feedback sheet to evaluate the participants' learning attitude and opinions in entire curriculums. The conclusions of this study were as followed:
I. The solutions for different vocabulary teaching strategies in social studies were:
1. Before using Verbal and Visual Word Association strategy, teacher could ask students to recall what they know. This would make the discussion and communication more extensively.
2. When using Frayer Model the first time, teacher could demonstrate the sharing method into teaching procedures.
3. Semantic Webbing organized both prior knowledge and new information. The control of the time was critical.
4. Concept Definition Map could be wide used. By presentation and observation, students could keep reviewing their products.
II. The vocabulary teaching strategies in social studies could advance students' social studies learning performance. They also had positive attitude toward learning.
Finally, according to the findings, the researcher provided some suggestions for primary schools' teachers and future studies.
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