| Summary: | 碩士 === 國立臺灣海洋大學 === 教育研究所 === 103 === This study aims to explore the effect of using the “questioning strategy” in teaching on high school students’ reading comprehension ability.
Teaching materials were chosen from Book Four of the High School Chinese Language textbook (Kang Hsuan edition). Three passages from different literary genres were chosen, and questions were drafted according to the PISA reading process. The purpose of the study is (1) to design and implement an effective questioning strategy curriculum; (2) to explore the problems and their solutions encountered during the implementation of the questioning strategy curriculum; (3) to analyze students’ learning performances after the implementation of the questioning strategy curriculum; and (4) to explore the researcher’s reflection and personal growth throughout the course of the action research.
Action research was adopted as the methodology, and the research participants were second-year students at the high school where the researcher teaches. The study starts with an exploration of the relevant literature on questioning strategy and reading comprehension ability, followed by a description of the curriculum design and test question compilation. Prior to the curriculum, a pre-test was carried out with sample PISA reading test questions. After the curriculum, a post-test was administered in the form of a self-edited reading comprehension test. The questions in the pre- and post-tests had similar content, and the scores from both tests reflected whether the students’ reading comprehension ability had improved. Furthermore, using data collected from worksheets, interviews with students, conversations with co-teachers in team teaching, and teachers’ reflective diaries, the students’ learning progress was analyzed, in order to understand the effectiveness of using the questioning strategy as a teaching method. The research conclusions are as follows:
To utilize questioning strategy teaching, one must master the complete curriculum design, and the PISA reading process can help achieve a more complete curriculum design. For passages from different genres, which have different focuses in problem-posing, the use of lesson preparation worksheets and questions worksheets can better demonstrate the effectiveness of the questioning strategy, without compromising the teaching progress. During the teaching process, the teachers’ mastery of skills, such as questioning, anticipating answers, and providing follow-up, can help students adjust to questioning strategy teaching. There are also different teaching methods for different PISA reading processes. The teaching of words and vocabulary can help students to understand the circular model of operation in reading comprehension. In addition, illustrations with specific examples can help students to break through the developmental stage of reading comprehension, and they can also assist in the factors affecting reading comprehension, thereby leading to the best learning outcome. The appropriate adjustment of teaching content can improve the effectiveness of the questioning strategy, and if this strategy is supplemented with other teaching methods, students’ ability in reading comprehension can be enhanced. After the completion of the teaching activities, it was found that the questioning strategy enhanced students’ learning motivation, inspired their thinking and expressive abilities, and improved their reading comprehension skills. The co-teachers in team teaching could observe teaching from multiple perspectives, while teachers could also think outside the box and step out of their comfort zones, thus advancing their professional development.
Finally, based on results of the study, suggestions are proposed for the selection of high school textbooks, as well as for publishers, teachers, administrators, and researchers.
Keywords: questioning strategy, reading comprehension, reading strategy, action research
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