| Summary: | 碩士 === 國立東華大學 === 教育與潛能開發學系 === 104 === Abstract
This study intended to solve the predicament I have encountered in teaching Social Studies to students who failed to comprehend and whose performance was poor by means of an action research in the teaching of “reading comprehension.” Firstly, through sorting out related literature on reading in remote areas, fundamental theories of reading, and the teaching of reading comprehension, I devised an action plan and implemented various strategies for teaching reading in the Social Studies classroom. After the action, through reflections on action, I redefined the problems and revised the subsequent teaching actions. With a view to readjusting how I see teaching and myself, I clarified how social context affects the teacher-student interaction in Social Studies classrooms. In addition to clarifying my own frames of education as a teacher, I no longer focused on the instant changes in students’ grades, but to understand their learning context. Also, I no longer blamed students for their poor performance. Nor did I employ teacher authority to force students to cooperate in the teaching process. This study enabled me to understand how the established frameworks of “effects” and “conformity” have encumbered my own research and the teaching process, and hence I ruminated on how to establish a prototype of equal relationship between teachers and students. Through the cycle of teaching actions, reflections on actions, and re-actions , I improved my perspicacity in observing routine teaching actions; and through reflection, I continuously adjusted my teaching methods in response to the learning context of my students, and noted the changes in their learning methods, interest and attitude in Social Studies. It is hoped that this action research can inspire teachers in similar teaching context in remote areas.
Key words: action research, teaching reading comprehension, social studies
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