Exploring the Reading Teaching of Picture Book in the Lower Grades of the elementary school with Using dialogue Strategy

• Main Authors: Chun-Ying Chiang, 江錞瑩
• Other Authors: Mu-Jin Chen
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/859yn6

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 107 === The purpose of this study is to explore the influence of "using dialogue strategies in the reading of reading books" on the reading comprehension and reading attitudes of the lower grades of the elementary school students. In the important reading stage of the country, he hopes that the dialogue strategy will be applied to reading teaching, providing a rich reading learning language environment and communication platform for lower grade students. Taking action research as a research method, the research field is a public national elementary school in Taoyuan City, and the first-grade schoolchildren taught by researchers are the research objects. The teaching implementation process for eight weeks, and a total of 80 minutes of teaching activities in two sessions per week, for a total of sixteen classes are 640 minutes. Considering the limitations of the first-year students' spelling ability and literacy, they are implemented in three stages: the first phase is two weeks, the second phase is four weeks, and the third phase is two weeks. The main findings of this study are as follows: First, the dialogue strategy has an improved effect on the reading comprehension ability of school children. Second, through the fluent reading, students can build self-confidence and develop literacy skills. Third, the dialogue strategy has a positive effect on the reading attitude of school children. Fourth, the advantages of reading and teaching of the dialogue strategy and the difficulties encountered and the corresponding response strategies. Finally, this study proposes the following recommendations based on the research results as a reference for future educators and researchers. I. Suggestions on teachers' use of dialogue strategies in reading teaching Second, the implementation of the dialogue strategy for the school to read teaching recommendations Third, recommendations for future researchers