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題名 透過教師自行設定的順序性圖像化組織表格與學生提出的問題促進國小學童英語繪本故事理解能力：專業實務報告
Using a Sequence Organizer and Student-Generated Questions for Facilitating Reading Comprehension of a Picture Book in an Elementary School Class: A Project Report
作者 張嘉恩
Chang, Chia-En
貢獻者 招靜琪
Chao, Chin-Chi
張嘉恩
Chang, Chia-En
關鍵詞 順序性圖表
學生產出的閱讀理解問題
閱讀理解
英語繪本
國小課堂
sequence organizers
student-generated reading comprehension questions
reading comprehension
picture book
elementary school
日期 2025
上傳時間 2-Jun-2025 14:35:04 (UTC+8)
摘要 在國小階段，資訊化圖表時常作為幫助學生統整閱讀資訊的重要輔助工具，特別是在英語課堂上，教師會使用心智圖來幫助學生整理英語繪本中的單字資訊，或是帶領學生使用心智圖找出英語繪本中的核心主題。但相較於閱讀國語文本時，教師會帶領學生讀出內容中事件的發生順序，並讓學生從中覺察出故事大綱。在筆者個人的英語教學經驗中，比較少採取上述的方法，因此本技術報告希望在教學中導入順序性圖表的使用，並搭配學生自己產出的閱讀理解問題，希望能提升國小學童在英語繪本上的閱讀理解力。 本文以技術報告的形式，聚焦於學生英語理解力普遍都在中間程度且定期有在執行英語繪本教學的班級，嘗試進行使用順序性圖表為主，搭配學生自主性的提問，觀察學生在英語繪本上的閱讀理解力變化。資料來源為2023年八月到2024年一月，維持一學期的教學計畫，內容包括教師的課堂紀錄與教學省思、學生分組產出的閱讀理解問題、個別學生在教師創造的順序性圖表學習單等。經由以Baker’s theory of reading comprehension guidance為框架，分析不同閱讀理解程度的學生在兩次閱讀理解問題的差異，以及觀察分析他們如何使用教師創造的順序性圖表學習單來幫助他們產出閱讀理解問題，探討這兩樣教學策略在學生的閱讀理解歷程中扮演怎樣的角色。 筆者經由課堂觀察和學生的學習表現觀察到，因為教學時間的零碎化以及活動設計上未能顧及到不同程度學生間的概念吸收速度，導致實際的教學成果與預期效益有所落差。根據此技術報告成果，建議在使用順序性圖表時，需要配合不同程度的學生，設計有差異性的教學體驗活動，讓他們能因著個人學習步調，使用順序性圖表增進閱讀理解力。此外，採用學生自主產出問題的方法，確實能增進不同程度學生的閱讀理解力。如果能提供更多機會，讓不同程度學生相互交流自行產出的閱讀理解問題，應有助於開拓學生的閱讀理解層次。相信有意從事類似教學計畫的教學者，將能從此報告得到更多教學上的啟發。
In elementary school, graphic organizers are often used as essential tools to help students organize reading information. Particularly in English classes, teachers use graphic organizers to assist students in organizing vocabulary from picture books or highlighting the core themes of these books. However, compared to reading texts in Chinese classes, where teachers guide students to identify the sequence of events and understand the overall story structure, I’ve seldom used this approach in my teaching. Therefore, the goal of this study is to determine if incorporating sequence organizers and student questions can enhance elementary students' reading comprehension of English picture books, an approach I have not previously implemented in my classroom. This technical report focuses on a class where students have an intermediate level of reading comprehension and regularly engage in picture book teaching. The report attempts to use sequence organizers as the primary instructional method, combined with student-generated questions, to observe changes in students' reading comprehension of picture books. Data was collected from the teaching plan for the August 2023 to January 2024 semester, including my class observations and reflections as a teacher, group-generated reading comprehension questions, and individual students' work on teacher-created sequence organizers worksheets. Using Baker's theory of reading comprehension guidance as a framework, this analyzes the differences in reading comprehension questions between students of different levels and observes how they use a teacher-created sequence organizer worksheet to generate questions. The objective is to explore how these two teaching strategies were helpful in the students' reading comprehension process. The report found that the fragmented teaching time and the lack of consideration for the different learning paces of students of varying levels of reading comprehension led to a discrepancy between the actual teaching outcomes and my expectations for the students' performance. Based on the findings of this report, it is recommended that when using sequence organizers, differentiated instructional activities should be designed to accommodate students of different levels, allowing my students to use sequence organizers to enhance their reading comprehension at their own pace. Additionally, while the generation questions did improve students' reading comprehension across different levels, providing more opportunities for students of different levels to generate their own questions would further improve their reading comprehension. It is believed that future educators interested in similar teaching projects can gain more pedagogical insights from this technical report.
參考文獻 Alison King. (1992). Comparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning from Lectures. American Educational Research Journal, Vol. 29, No. 2 (Summer, 1992), pp. 303-323. https://doi.org/10.2307/1163370 Baker, L. (1984). Children's effective use of multiple standards for evaluating their comprehension. Journal of Educational Psychology, 76(4), 588–597. https://doi.org/10.1037/0022-0663.76.4.588 Chang, K.-E., Sung, Y.-T., & Chen, I.-D. (2002). The effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education, 71(1), 5-23. https://doi.org/10.1080/00220970209602054 Chen, I.-C , & Liu, W.-T. (2016). The Effect of the Use of Graphic Organizers on EFL Sixth Graders' English Reading Comprehension in Taiwan. 國立虎尾科技大學學報,33卷1期,85-109. DOI： 10.6425/JNHUST.201603_33(1).0007 Chou, P. T. M. (2011). The effects of vocabulary knowledge and background knowledge on reading comprehension of Taiwanese EFL students. Electronic Journal of Foreign Language Teaching, 8, 108-115. Colliot, T., & Jamet, É. (2020). Effects of self‐generated graphic organizers on learning depend on in‐task guidance. Journal of Computer Assisted Learning, 36(5), 646-655. https://doi.org/10.1111/jcal.12434 Forrest-Pressley, D. L., MacKinnon, G. E., & Waller, T. G. (Eds.). (n.d.). Metacognition, cognition, and human performance (Vol. 1, pp. 155-205). Academic Press Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the Old to the New: Research on Reading Comprehension Instruction. Review of Educational Research, 61(2), 239–264. https://doi.org/10.2307/1170536 Donaldson, S. (2011). What classroom observations reveal about primary grade reading comprehension instruction within high poverty schools participating in the federal reading first initiative [Doctoral dissertation, Utah State University]. All Graduate Theses and Dissertations. https://digitalcommons.usu.edu/etd/987 Griffin, C. C., Malone, L. D., & Kameenui, E. J. (1995). Effects of Graphic Organizer Instruction on Fifth-Grade Students. The Journal of Educational Research, 89(2), 98–107. http://www.jstor.org/stable/27542018 Hall, C., Capin, P., Vaughn, S., Gillam, S. L., Wada, R., Fall, A. M., Roberts, G., Dille, J. T., & Gillam, R. B. (2021). NARRATIVE INSTRUCTION IN ELEMENTARY CLASSROOMS An Observation Study. Elementary School Journal, 121(3), 454-483. https://doi.org/10.1086/712416 Isikdogan, N., & Kargin, T. (2010). Investigation of the Effectiveness of the Story-Map Method on Reading Comprehension Skills among Students with Mental Retardation. Kuram Ve Uygulamada Egitim Bilimleri, 10(3), 1509-1527. Kwon, K., Shin, S., & Park, S. J. (2018). Effects of graphic organizers in online discussions: comparison between instructor-provided and student-generated. Educational Technology Research and Development, 66(6), 1479-1503. https://doi.org/10.1007/s11423-018-9617-7 Lee, Y. J. (2016). Letting the Story Out: Drawing on Children’s Life Stories and Identities to Help Them Read Beyond and Enhance Their Comprehension. Journal of Language, Identity & Education, 15(6), 389-403. https://doi.org/10.1080/15348458.2016.1239537 Lepola, J., Kajamies, A., Laakkonen, E., & Niemi, P. (2020). Vocabulary, metacognitive knowledge and task orientation as predictors of narrative picture book comprehension: from preschool to grade 3. Reading and Writing, 33(5), 1351-1373. https://doi.org/10.1007/s11145-019-10010-7 Lepola, J., Peltonen, M., & Korpilahti, P. (2018). Narrative listening comprehension and story generation skills in Finnish children: A three-year follow-up study. International Journal of Educational Research, 90, 103-119. Liu, H. (2020). "Does questioning strategy facilitate second language (L2) reading comprehension? The effects of comprehension measures and insights from reader perception." Journal of Research in Reading 44(2): 339-359. Maplethorpe, L., Kim, H., Hunte, M. R., Vincett, M., & Jang, E. E. (2022). Student-Generated Questions in Literacy Education and Assessment. Journal of Literacy Research, 54(1), 74-97. https://doi.org/10.1177/1086296x221076436 Ness, M. (2016). Using informational and narrative picture walks to promote student-generated questions. Early Childhood Education Journal, 45(5), 575-581. https://doi.org/10.1007/s10643-016-0817-7 Lutz, S. L., Guthrie, J. T., & Davis, M. H. (2006). Scaffolding for Engagement in Elementary School Reading Instruction. The Journal of Educational Research, 100(1), 3-20. https://doi.org/10.3200/joer.100.1.3-20 Magnusson, C. G., Roe, A., & Blikstad‐Balas, M. (2018). To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms. Reading Research Quarterly, 54(2), 187-212. https://doi.org/10.1002/rrq.231 McMackin, M. C. (1998). Using narrative picture books to build awareness of expository text structure. Reading Horizons: A Journal of Literacy and Language Arts, 39 (1). Retrieved from. https://scholarworks.wmich.edu/reading_horizons/vol39/iss1/1 Ministry of Education. (2014, November). Curriculum Guidelines of 12-Year Basic Education General Guidelines https://www.naer.edu.tw/upload/1/16/doc/1325/%E5%8D%81%E4%BA%8C%E5%B9%B4%E5%9C%8B%E6%95%99%E8%AA%B2%E7%A8%8B%E7%B6%B1%E8%A6%81%E7%B8%BD%E7%B6%B1(%E8%8B%B1%E8%AD%AF%E7%89%88).pdf Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413–448. https://doi.org/10.3102/00346543076003413 Ness, M. (2011). Explicit Reading Comprehension Instruction in Elementary Classrooms: Teacher Use of Reading Comprehension Strategies. Journal of Research in Childhood Education, 25(1), 98-117. https://doi.org/10.1080/02568543.2010.531076 Oxford University Press.(2023). Everybody Up Pang, Y. (2013). Graphic organizers and other visual strategies to improve young ELLs' reading comprehension. New England Reading Association Journal, 48(2), 52-58,88. Retrieved from https://proxyone.lib.nccu.edu.tw/login?url=https://www.proquest.com/scholarly-journals/graphic-organizers-other-visual-strategies/docview/1348282157/se-2 Pressley, M., Wharton-McDonald, R., Mistretta-Hampston, J., & Echevarria, M. (1998). Literacy Instruction in 10 Fourth-Grade Classrooms in Upstate New York. Scientific Studies of Reading, 2(2), 159-194. https://doi.org/10.1207/s1532799xssr0202_4 Roh, T. R. D., & Lee, Y. A. (2018). Teacher repetition as an instructional resource for classroom interaction: Three pedagogical actions in kindergartens in an EFL context. System, 74, 121-137. https://doi.org/10.1016/j.system.2018.02.008 Sam D P, Rajan P. Using Graphic Organizers to Improve Reading Comprehension Skills for the Middle School ESL Students. English Language Teaching. 2013;6(2). Shemshadsara, Z., Ahour, T., Tamjid, N., & Heidari-Shahreza, M. A. (2019). Raising text structure awareness: A strategy of improving EFL undergraduate students’ reading comprehension ability. Cogent Education, 6(1). https://doi.org/10.1080/2331186x.2019.1644704 Tiyb S Al Khaiyali, A. (2014). ESL Elementary Teachers’ Use of Children’s Picture Books to Initiate Explicit Instruction of Reading Comprehension Strategies. English Language Teaching, 7(2). https://doi.org/10.5539/elt.v7n2p90 Tofade, T., Elsner, J., & Haines, S. T. (2013). Best practice strategies for effective use of questions as a teaching tool. Am J Pharm Educ, 77(7), 155. https://doi.org/10.5688/ajpe777155 Völlinger, V. A., Lubbe, D., & Stein, L.-K. (2023). A quasi-experimental study of a peer-assisted strategy-based reading intervention in elementary school. Contemporary Educational Psychology, 73. https://doi.org/10.1016/j.cedpsych.2023.102180 Zhang, D., & Koda, K. (2013). Morphological awareness and reading comprehension in a foreign language: A study of young Chinese EFL learners. System, 41(4), 901-913. https://doi.org/10.1016/j.system.2013.09.009 Zhu, Y. (2022). Implementing tasks in young learners' language classrooms: A collaborative teacher education initiative through task evaluation. Language Teaching Research, 26(3), 530-551, Article 1362168819894706. https://doi.org/10.1177/1362168819894706
描述 碩士
國立政治大學
英語教學碩士在職專班
110951015
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110951015
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin-Chien_US
dc.contributor.author (Authors) 張嘉恩zh_TW
dc.contributor.author (Authors) Chang, Chia-Enen_US
dc.creator (作者) 張嘉恩zh_TW
dc.creator (作者) Chang, Chia-Enen_US
dc.date (日期) 2025en_US
dc.date.accessioned 2-Jun-2025 14:35:04 (UTC+8)-
dc.date.available 2-Jun-2025 14:35:04 (UTC+8)-
dc.date.issued (上傳時間) 2-Jun-2025 14:35:04 (UTC+8)-
dc.identifier (Other Identifiers) G0110951015en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/157205-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 110951015zh_TW
dc.description.abstract (摘要) 在國小階段，資訊化圖表時常作為幫助學生統整閱讀資訊的重要輔助工具，特別是在英語課堂上，教師會使用心智圖來幫助學生整理英語繪本中的單字資訊，或是帶領學生使用心智圖找出英語繪本中的核心主題。但相較於閱讀國語文本時，教師會帶領學生讀出內容中事件的發生順序，並讓學生從中覺察出故事大綱。在筆者個人的英語教學經驗中，比較少採取上述的方法，因此本技術報告希望在教學中導入順序性圖表的使用，並搭配學生自己產出的閱讀理解問題，希望能提升國小學童在英語繪本上的閱讀理解力。 本文以技術報告的形式，聚焦於學生英語理解力普遍都在中間程度且定期有在執行英語繪本教學的班級，嘗試進行使用順序性圖表為主，搭配學生自主性的提問，觀察學生在英語繪本上的閱讀理解力變化。資料來源為2023年八月到2024年一月，維持一學期的教學計畫，內容包括教師的課堂紀錄與教學省思、學生分組產出的閱讀理解問題、個別學生在教師創造的順序性圖表學習單等。經由以Baker’s theory of reading comprehension guidance為框架，分析不同閱讀理解程度的學生在兩次閱讀理解問題的差異，以及觀察分析他們如何使用教師創造的順序性圖表學習單來幫助他們產出閱讀理解問題，探討這兩樣教學策略在學生的閱讀理解歷程中扮演怎樣的角色。 筆者經由課堂觀察和學生的學習表現觀察到，因為教學時間的零碎化以及活動設計上未能顧及到不同程度學生間的概念吸收速度，導致實際的教學成果與預期效益有所落差。根據此技術報告成果，建議在使用順序性圖表時，需要配合不同程度的學生，設計有差異性的教學體驗活動，讓他們能因著個人學習步調，使用順序性圖表增進閱讀理解力。此外，採用學生自主產出問題的方法，確實能增進不同程度學生的閱讀理解力。如果能提供更多機會，讓不同程度學生相互交流自行產出的閱讀理解問題，應有助於開拓學生的閱讀理解層次。相信有意從事類似教學計畫的教學者，將能從此報告得到更多教學上的啟發。zh_TW
dc.description.abstract (摘要) In elementary school, graphic organizers are often used as essential tools to help students organize reading information. Particularly in English classes, teachers use graphic organizers to assist students in organizing vocabulary from picture books or highlighting the core themes of these books. However, compared to reading texts in Chinese classes, where teachers guide students to identify the sequence of events and understand the overall story structure, I’ve seldom used this approach in my teaching. Therefore, the goal of this study is to determine if incorporating sequence organizers and student questions can enhance elementary students' reading comprehension of English picture books, an approach I have not previously implemented in my classroom. This technical report focuses on a class where students have an intermediate level of reading comprehension and regularly engage in picture book teaching. The report attempts to use sequence organizers as the primary instructional method, combined with student-generated questions, to observe changes in students' reading comprehension of picture books. Data was collected from the teaching plan for the August 2023 to January 2024 semester, including my class observations and reflections as a teacher, group-generated reading comprehension questions, and individual students' work on teacher-created sequence organizers worksheets. Using Baker's theory of reading comprehension guidance as a framework, this analyzes the differences in reading comprehension questions between students of different levels and observes how they use a teacher-created sequence organizer worksheet to generate questions. The objective is to explore how these two teaching strategies were helpful in the students' reading comprehension process. The report found that the fragmented teaching time and the lack of consideration for the different learning paces of students of varying levels of reading comprehension led to a discrepancy between the actual teaching outcomes and my expectations for the students' performance. Based on the findings of this report, it is recommended that when using sequence organizers, differentiated instructional activities should be designed to accommodate students of different levels, allowing my students to use sequence organizers to enhance their reading comprehension at their own pace. Additionally, while the generation questions did improve students' reading comprehension across different levels, providing more opportunities for students of different levels to generate their own questions would further improve their reading comprehension. It is believed that future educators interested in similar teaching projects can gain more pedagogical insights from this technical report.en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS iii 國立政治大學英國語文學系英語教學碩士在職專班碩士學位專業實務報告摘要 iv ABSTRACT vi TABLE OF CONTENTS viii CHAPTER 1 INTRODUCTION 1 Motive and Purpose 1 CHAPTER 2 THEORETICAL FOUNDATIONS 4 2.1 Reading Comprehension and Narrative Storytelling 4 2.2 Sequence organizers to Improve Reading Comprehension 6 2.3 Student-Generated Questions to Improve Reading Comprehension 8 2.4 Action Research 9 CHAPTER 3 METHODOLOGY 11 Context 11 Participants 12 Project Design 13 Data Collection 19 Project Timeline 20 Data Analysis 22 CHAPTER 4 FINDINGS 27 4.1 The Lesson Planning 27 4.1.1 Lesson 1. Teacher-guided reading comprehension: Building Comprehension 29 4.1.2 Lesson 2. Student-generated reading comprehension questions (I) 33 4.1.3 Lesson 3: Teacher introduction of sequence organizers 38 4.1.4 Lesson 4: Guiding the students to understand with a teacher-created sequence organizer 39 4.1.5 Lesson 5: Students creating reading comprehension questions (II) 39 4.1.6 Lesson 6: Teacher and student’s reflection about the project 45 4.2 Addressing Guiding Questions 1: How does a teacher-created sequence organizer facilitate Taiwanese young learners’ reading comprehension of a story book? 46 4.2.1 Group 6’s Tailored Questioning: Using Sequence Organizers for Advanced Learners 50 4.2.2 Group 7’s Collaborative Questioning: Using Sequence Organizers for All 51 4.3. Addressing Guiding Question 2: How do student-generated reading comprehension questions facilitate Taiwanese young learners’ reading comprehension of a story book? 53 4.4. Addressing Guiding Question 3: What pedagogical insights does the teacher researcher derive from this instructional plan? 54 4.4.1 Theme (1): The use of a teacher-created sequence organizer worksheet may not aid students' story sequence comprehension 54 4.4.2 Theme (2): Student-created reading comprehension questions have a stronger impact on overall student reading comprehension than a teacher-created sequence organizer 58 CHAPTER 5 DISCUSSION 61 5.1 Perspective 1: A teacher-created sequence organizer may enhance reading comprehension about story content and external knowledge more than story sequence and main idea 61 5.2 Perspective 2: Student-generated questions help students of different levels of reading comprehension get familiar with the story content 71 5.3. The pacing of teaching instruction should be adjusted to better accommodate diverse student learning needs 72 5.4 Perspective 4: Suggested adjustments to instructional content and teacher guidance in this project 74 CHAPTER 6 CONCLUSION 76 6.1 Summary of the project 76 6.2 Pedagogical Implications 76 6.3 Limitations 77 6.4 Concluding Remarks 78 REFERENCES 80 APPENDIX 86 Appendix A. Lesson Plan for the Project 86 Appendix B. Picture book “The Forever Tree” 90 Appendix C. The Worksheet of the Teacher-Created Sequence Organizer 101 Appendix D. Parent/Guardian Informed Consent Form 102 Appendix E. The Students’ Worksheets of the Teacher-Created Sequence Organizer 103zh_TW
dc.format.extent 13639197 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110951015en_US
dc.subject (關鍵詞) 順序性圖表zh_TW
dc.subject (關鍵詞) 學生產出的閱讀理解問題zh_TW
dc.subject (關鍵詞) 閱讀理解zh_TW
dc.subject (關鍵詞) 英語繪本zh_TW
dc.subject (關鍵詞) 國小課堂zh_TW
dc.subject (關鍵詞) sequence organizersen_US
dc.subject (關鍵詞) student-generated reading comprehension questionsen_US
dc.subject (關鍵詞) reading comprehensionen_US
dc.subject (關鍵詞) picture booken_US
dc.subject (關鍵詞) elementary schoolen_US
dc.title (題名) 透過教師自行設定的順序性圖像化組織表格與學生提出的問題促進國小學童英語繪本故事理解能力：專業實務報告zh_TW
dc.title (題名) Using a Sequence Organizer and Student-Generated Questions for Facilitating Reading Comprehension of a Picture Book in an Elementary School Class: A Project Reporten_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Alison King. (1992). Comparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning from Lectures. American Educational Research Journal, Vol. 29, No. 2 (Summer, 1992), pp. 303-323. https://doi.org/10.2307/1163370 Baker, L. (1984). Children's effective use of multiple standards for evaluating their comprehension. Journal of Educational Psychology, 76(4), 588–597. https://doi.org/10.1037/0022-0663.76.4.588 Chang, K.-E., Sung, Y.-T., & Chen, I.-D. (2002). The effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education, 71(1), 5-23. https://doi.org/10.1080/00220970209602054 Chen, I.-C , & Liu, W.-T. (2016). The Effect of the Use of Graphic Organizers on EFL Sixth Graders' English Reading Comprehension in Taiwan. 國立虎尾科技大學學報,33卷1期,85-109. DOI： 10.6425/JNHUST.201603_33(1).0007 Chou, P. T. M. (2011). 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