Creative Teaching-Using TRIZ as New Teaching Method For Chinese Reading in Elementary Language and Literacy

• Main Authors: HSIEH HUI YU, 謝蕙羽
• Other Authors: 黃金榮
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/98920652555392585790

碩士 === 聖約翰科技大學 === 機械與電腦輔助工程系碩士班 === 103 === Abstract Currently, the material that use for Chinese teaching is more to the static learning, such as hand copy contents, practice making sentences, without more deep discussion about the text content or connecting to the life experience. Such teaching strategy not only affects students’ thinking process, it also causes students’ lacking of imagination and creativity, and writing with no focus. The purpose of this study is using TRIZ, Theory of Inventive Problem Solving, as the new technique to design a Reading curriculum for increasing the reading comprehension of third graders. This study is targeting on the third graders from one of the elementary schools in New Taipei City. Within 10 weeks’ experimental Reading lessons, using sample stories from PIRLS, Progress in International Reading Literacy Study, and Chinese exams as the pre-test and post-test, the data were analyzed by SPSS 20.0, Statistical Package for Social Sciences. There are three outcomes, which are: 1. In PIRLS: After the experimental teaching, the targets received 13.76 points in average as their post-test score, which is higher than the pre-test, 11.04 points in average. The reading comprehension score improved by 2.72 points, which means that using TRIZ to design Reading lesson could increase students’ reading comprehension. 2. In Chinese exam: After the experimental teaching, the targets received 88.96 points in average as their post-test score, which is higher than the pre-test, 86.2 points in average as their pre-test score. The reading comprehension score improved by 2.76 points, which means using TRIZ to design Reading lesson could increase students’ reading comprehension. 3. In reading attitude: a. Cognition: Learning more knowledge through reading. has highest percentage. b. Affection: Seeing reading as one of my interest. has highest percentage. c. Behavior: I do my best to understand the new concept while I was reading. appears to be polarizing. Key words: TRIZ, PIRLS, reading comprehension, reading cultivation