以文學圈進行小組討論對於高中生英文閱讀能力及閱讀態度之影響

Abstract

本研究以合作教學個案進行分析，探討採文學圈小組討論方式融入「英文閱讀自主學習」課程教學中，是否能提升高中生英文閱讀能力及課外閱讀態度，以協助高中生建立英文自主學習模式。研究採用前實驗研究法之單組前後測設計，施以兩個學期的文學圈小組討論引導，經由量表之前後測差異，瞭解文學圈小組討論對於英文閱讀態度及學習成效的改變，並於課程結束後進行訪談，探討採用文學圈小組討論對於自主學習態度的影響。研究結果顯示文學圈討論方式雖無法在短時間內獲得學習成效的改善，但學生認為文學圈討論可帶來學習成就感，對於學習興趣之前後測比較，達到統計的顯著差異。最終根據研究結果，提出英文閱讀教學建議。

The study analyzed the case of cooperative teaching in senior high school. The intention of this paper is to explore the learning method of literature circles group discussion (LCGD) in the teaching of "Self-directed Learning of English Reading" course, and analyze whether the LCGD can effectively improve the English reading ability and the interest of senior high school students in extracurricular reading for assisting students to establish a self-directed learning mode of English reading. This study adopted a pre-experimental research method of single-group pre-test and posttest design. Two semesters of LCGD Teaching were used to guide the subjects, and the difference between the pre-test and post-test scores were used to understand whether LCGD can be improved senior high school students’ English reading ability and interest in reading English books. Interviews were also conducted at the end of each semester to further explore students’ opinions and suggestions on the use of LCGD. The results indicated The LCGD cannot improve the learning abilities in a short period of time, but students believe LCGD can bring a sense of learning achievement and promote reading interest, and there is a significant difference in the pre-test and post-test results. Finally, according to the research results, some suggestions for English reading teaching are put forward.