國立彰化師範大學

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1 䩳 ⷓ䭬 㔯 昊 䫔ḅ㛇炻枩 Ḵ ᶨ ᶱ㚰 मᇟ ᠐ǺԖਏ ޑ ௲Ꮲࢲ ɀ ᄔ!! Ўҁ ௲Ꮲ(text comprehension instruction)ᙖ ௲Ꮴ ᠐ Ǵቚ Ꮲғ Ўҁ ޑ ΚǶࡘቾཇᆒዕ ޑ ᠐ ޣ Ǵཇ ๓ҔӚᅿ य़ჹ ᠐ ޑ Ꮿǹ ϸϐǵ ᠐ό ޣ Ӣ όᔉၮҕ Ǵ аค ݤ լ ޑ ᜤǶҁЎ ޑ Ьԑ Ǵ ӵֆ Ԗਏ ޑ ௲Ꮲࢲ ǶፕЎ२Ӄᙁ ᇥ ऍ୯ӄ୯ ᠐ ز λಔ(national Reading Panel) ගр ޑ ǴϷ ځ ӧ ᠐௲Ꮲ ޑ ख़ Ǵ ٠Ъ ፕ௲Ꮲࢲ ୷ޑ ҁচ ǶฅࡕǴҁЎϩձϟಏ ቪግಞ(paraphrasing)ǵ ϕ Ԅ௲Ꮲ(reciprocal teaching)ǵ௲Ꮴ ٣ ᄬᇡ (ޕ teaching narrative text structure awareness)ǵߦ ᠐ ޑ ᖱࢲ (speaking and listening activities)ǵӝբԅ ᠐(Collaborative Strategic Reading, CSR) ௲Ꮲࢲ Ƕ೭٤௲Ꮲࢲ ёаჴ ӧ ޑ ᠐ፐ Ǵቚ Ꮲғ ޑ मᇟ ᠐ ΚǶ ᜢᗖ ǺЎҁ ௲Ꮲǵ ቪግಞǵϕ Ԅ௲ᏢǵЎҁ ᄬᇡ ޕ ǵ ᖱࢲ ǵ ӝբԅ ᠐ 点 䩳冢㜙 劙伶婆㔯 䲣 㔁 ˤ 䧧㖍㛇烉 㚰 9 㖍ˤ 61

2 NCUE Journal of Humanities Vol. 9, pp March 2014 English Reading: Effective Comprehension Strategy Instruction Fu-yuan Shen点 Abstract Text comprehension instruction aims to improve students reading comprehension by teaching them comprehension strategies. Proficient readers employ multiple comprehension strategies to meet the challenges in reading; on the other hand, struggling readers have no idea of making use of comprehension strategies, thus being unable to overcome reading difficulties. The main purpose of this article is to explore how to design effective strategy instruction. The study first identifies the comprehension strategies proposed by the National Reading Panel, addresses their importance in reading teaching, and discusses the basic principles of creating teaching activities. Subsequently several teaching activities are introduced, e.g. paraphrasing, reciprocal teaching, teaching narrative text structure awareness, speaking and listening activities, and Collaborative Strategic Reading. These instructional activities can be applied in the reading class to enhance students text comprehension ability. Keywords: text comprehension instruction, paraphrasing, reciprocal teaching, text structure awareness, speaking and listening activities, Collaborative Strategic Reading 点 Associate Professor, Department of English, NTTU. Received December 9,

3 劙婆教嬨烉㚱㓰䘬䎮妋䫾䔍㔁 㳣 ǵ ق 䎮妋 教嬨㔁 㗗朆 慵天䘬ᶨ䑘ˤ 㝄嬨侭 㗗教嬨炻Ữ ᶵㅪ 教嬨䘬 ℏ 炻恋湤教嬨ὧ㗗㜱屣 炻ᶵ䬿㗗䛇㬋䘬教嬨ˤ天㚱 䘬教嬨䎮妋炻 枰 梲列 䘬教嬨佺ㄋ 㕡㱽ˤ列 䘬教嬨㗗㚱䚖䘬 (purposeful)炻侴ᶼ㗗 䘬(active) (Armbruster, Lehr, & Osborne, 2001)ˤ嬨侭 教嬨 ㅱ娚㚱㖶䡢䘬教嬨䚖㧁ˤἳ 炻ṾᾹ 傥 䁢天䞍忻 ỽἧ䓐梇䈑婧䎮㨇侴教嬨烊ṿᾱ 傥㚫嬨ᶨ㛔㕭忲 炻 䁢 天䞍忻 䘬㕭忲㘗溆䘬屯妲烊ṾᾹ㚫教嬨㔁䥹㚠炻 䁢婚㤕䘬天㯪烊 ṾᾹ㚫䁢Ḯ 㦪侴嬨暄娴炻 㗗䁢Ḯ㫋岆㔯 炻侴教嬨䴻 叿ˤ㬌 炻 䥨䘬嬨 侭㚜㗗 䘬炻 教嬨䘬忶䦳 炻ṾᾹ㚫 䧵㤝 侫 嬨 䘬妲 ˤṾᾹ㚫 㟡㒂冒 䘬䴻槿炻忳䓐 䳸㥳䘬䞍嬀炻ẍ 教嬨䎮妋䫾䔍炻妋㰢教嬨ᶲ 忯 䘬 暋ˤ ẍ炻 䘬教嬨侭 ẍ㶭㤂 䝕妋㔯㛔䘬ℏ ˤ䔞忯 ⓷柴㗪炻ṾᾹ 冒 㚫シ嬀 㬋怕忯 ⓷柴炻 ᶼ姕㱽妋㰢⓷柴ˤ 㔯㛔䎮妋㔁 (text comprehension instruction)啱叿㔁 教嬨䎮妋䫾䔍 (comprehension strategies)炻 忚 䓇㔯㛔䎮妋䘬傥 ˤ㔁 䞼䨞栗䣢炻㔯㛔䘬䎮妋 㗗 ẍ䴻䓙㔁 㓡 ˤ䈡 㗗炻㔁 䓇ᶨṃ教嬨䎮妋䫾䔍炻䡢 ẍ㓡 䎮 妋傥 (Block & Pressley, 2002; Kincade & Beach, 1996; Pearson & Fielding, 1991; Pressley, 2006; RAND, 2002)ˤ ㄖグ䱦䅇䘬嬨侭炻グ㚫 䓐 䧖䎮妋䫾䔍Ἦ ㆸ教 嬨䘬㊹ 烊 炻教嬨㫈Ἓ侭 㗗 䁢ᶵㅪ忳䓐䎮妋䫾䔍炻 ẍ䃉㱽 㚵䎮妋ᶲ䘬 暋(Lenski & Nierstheimer, 2002; Paris, Wasik, & Turner, 1991)ˤ 㛔㔯䘬 㖐㗗炻妶婾 ỽ姕妰㔯㛔䎮妋䫾䔍䘬㔁 ˤ婾㔯椾 䯉天婒㖶ỽ媪䎮 妋䫾䔍炻 教嬨㔁 䘬慵天 炻䃞 妶㔁 㳣 姕妰䘬 ˤ㚨 炻㛔㔯 ṳ䳡㓡 䶜佺(paraphrasing)ˣḺ 㔁 (reciprocal teaching)ˣ㔁 㓭ḳ䳸㥳娵䞍 (teaching narrative text structure awareness)ˣ倥嫃㳣 (speaking and listening activities)ˣ ἄ 䫾䔍 教嬨(Collaborative Strategic Reading, CSR)䫱㔁 㳣 ˤ忁ṃ䯉㖻㚱嵋 䘬㔁 㳣 炻 ẍ 婚 ᶲ 㕥炻Ὣ忚 䓇䘬劙婆教嬨䎮妋傥 ˤ ມǵ ᠐ 伶 ℐ 教嬨䞼䨞 䳬(National Reading Panel, NRP) (National Institute of Child Health and Human Development, 2000) 䎦㚱䘬㔁 䞼䨞㔯䌣 炻㬠䲵 ℕ枭 天䘬 教嬨䎮妋䫾䔍炻ẍ Ḵ枭㫉天䘬教嬨䎮妋䫾䔍ˤ忁ṃ教嬨䎮妋䫾䔍悥㗗䴻忶 嫱䞼 䨞䘬㩊槿炻䡢 傥 㚱㓰 㖯 䓇䘬䎮妋炻 ẍ䔞ἄ䎮妋䫾䔍㔁 䘬㸾 ˤ ᶨˣ 天䘬教嬨䎮妋䫾䔍 教嬨䎮妋䫾䔍㗗 教嬨㗪炻 シ䘬ˣ㚱シ嬀䘬妰䔓Ἦ 㚵㔯㛔䎮妋䘬 晄䣁炻Ṏ 㗗ᶨ䲣 䘬䎮妋㬍樇ˤNRP ℕ枭 橼䘬教嬨䎮妋䫾䔍炻䔞ἄ 佺䘬 䚖㧁ˤ忁ℕ枭䎮妋䫾䔍悥㗗䴻忶㔁 䞼䨞嫱 炻 ẍ㚱㓰 㖯 L1 L2 䓇䘬㔯 㛔䎮妋 (August & Shanahan, 2006)ˤẍᶳ婒㖶忁ṃ䎮妋䫾䔍䘬 傥(Armbruster, Lehr, & Osborne, 2001)ˤ 1 䚋㷔䎮妋(monitoring comprehension)烉㚫䚋㷔冒 教嬨䎮妋䘬 䓇炻傥 㶭㤂 63

4 㰰 㸸 䞍忻冒 嬨ㅪṨ湤炻怬㚱⒒ṃ㗗嬨ᶵㅪ䘬1ˤ侴ᶼ炻䔞忯 教嬨ᶲ䘬⓷柴㗪炻Ṿ Ᾱ㚫姕㱽妋㰢⓷柴ˤ ἧ㗗ỷ 䳂䘬 䪍炻䴻䓙㔁 炻ḇ ẍ 㚫䚋㷔冒 䘬教嬨ˤ䚋㷔教嬨䎮妋天 䓇䔁シṾᾹㅪ 䘬ℏ 炻㈦ ⒒墉㗗ṾᾹᶵㅪ䘬炻 忳䓐怑䔞䘬妋㰢䫾䔍(fix-up strategies) 昌䎮妋ᶲ䘬䔹べˤ䚋㷔䎮妋㚱ᶳ 䘬㕡 㱽烉 2 ἧ䓐 婆シ䳬 堐(using graphic and semantic organiers)烉 䓐堐㟤 (diagrams) 姕妰(pictorial devices)炻㶭㤂 䣢㔯㛔 炻㤪 㤪 攻䘬倗 䳸斄Ὢˤ 䳬 堐㚱 䧖 炻ἳ 炻 (map)炻䶂䵚(web)炻 妋堐(graph)炻 堐(chart)炻堐㟤(frame)炻佌倂堐(cluster)ˤ婆シ䳬 堐 䧙䁢婆シ (semantic map)炻 婆シ䶂䵚(semantic web)炻 䘬㗗⁷囀嚃䵚䉨凔䘬傰䴉炻 攻㚱ᶨᾳ 天䘬㟠 㤪 炻侴倗䳸 䘬䶂㡅悥㗗冯㬌㟠 㤪 䚠斄䘬奨 ˤ 䳬 堐 怑䓐㕤屯妲 䘬㔯㛔(informational text) 炻 㗗 䓇教嬨冒䃞䥹 䣦㚫䥹䘬㔯 䪈炻㚱 㕤䎮妋 㔯㛔 堐忼䘬㤪 ˤ 䳬 堐ḇ 忳䓐 教嬨㔀徘 䘬㔯 㛔(narrative text)炻䔓 㓭ḳ (story map)ˤ䯉侴妨 炻 婆シ䳬 堐㚱ᶳ 䘬 傥烉 3 㔯㛔 ⒒ᶨ㭝 ⒒ᶨ枩炻㚱䎮妋 暋ˤ 䎮妋 暋䘬䘍䳸溆㗗Ṩ湤烎 䓐冒 䘬娙炻慵徘暋ẍ䎮妋䘬 䇯婆ˤ 栏㔯㛔炻慵㕘 侫㔯シˤ 㔯㛔 教嬨炻㈦ 㚱 㕤妋㰢⓷柴䘬妲 ˤ 䓇 㲐シ 倂䃎 㔯㛔䘬䳸㥳ˤ 䓐 堐䘬夾奢㓰㝄 䎦㤪 攻䘬斄Ὢ炻嬻 䓇 㖻䎮妋㔯㛔ℏ 炻侴 ᶼ㕡ὧ教嬨 䘬墯佺ˤ 䓇 䳬 列 䘬㔯㛔㐀天ˤ 䫼⓷柴(answering questions)烉㔁ⷓ 䓐⓷柴 䚋䜋 䓇䘬 佺ˤ忁䧖 ⓷ 䘬㔁 䫾䔍炻 埴 㚱 ˤDuke and Pearson (2002) 炻侩ⷓ䘬 ⓷⓷柴䡢 ẍ 忚 䓇䘬教嬨䎮妋ˤ ⓷傥㚱㓰 Ὣ忚 䓇䘬教嬨䎮妋炻 天㗗 䁢 ⓷䘬⓷柴傥 烉 嬻 䓇㚱㖶䡢䘬教嬨䚖䘬烊 ἧ 䓇䘬㲐シ 㲐 教嬨䘬ℏ 烊 䓇 侫烊 溻 䓇䚋㷔冒 教嬨䎮妋䘬䉨㱩烊 䓇墯佺㔯㛔ℏ 炻倗䳸䎦 ẍ 忶䘬䞍嬀ˤ 㔁ⷓ ẍ㔁䴎 䓇Ḵ枭 䫼⓷柴䘬㈨ⶏ烉(1) 栏㔯䪈烊(2) 侫⓷柴冯䫼㟰䘬斄 Ὢˤ 㫉教嬨 炻ṵ䃞䃉㱽 䫼⓷柴炻㚨䚜 䘬㕡㱽㗗炻 㔯䪈ℵ嬨ᶨ念炻 1 䎮妋䚋㷔(comprehension monitoring)ⱄ㕤ᶨ䧖 姕娵䞍(metacognition)䘬傥 ˤ 姕娵䞍䘬 佑㗗 ˬ 侫冒 䘬 侫 (thinking about thinking)ˤ㚱 姕娵䞍傥 䘬 䓇炻㚫 侫䁢Ṩ湤忁墉ㅪ炻䁢Ṩ 湤恋墉ᶵㅪˤ䅇䶜䘬嬨侭㚫 䓐 姕娵䞍䫾䔍炻䚋㷔冒 䘬教嬨䎮妋䦳 ˤ 64

5 劙婆教嬨烉㚱㓰䘬䎮妋䫾䔍㔁 㳣 栏㔯㛔㈦ 傥䘬䫼㟰ˤ 炻 侫⓷柴冯䫼㟰䘬斄Ὢ炻 ẍ嬻 䓇䝕妋炻 㔯㛔 䘬ỽ嗽 ẍ㈦ 䫼㟰䘬䶂䳊ˤ䫼㟰䘬䶂䳊 傥 䎦 ᶳ ᶱ䧖ね㱩烉 㖶䡢 䎦 㔯㛔 (text explicit)烉㔯䪈 㝸ᶨᾳ 炻㶭㤂 ὃ 天䘬 䫼柴妲 ˤ 晙䲬 㔯㛔 (text implicit)烉䓙ḵᾳẍᶲ䘬 炻攻 䣢䫼柴䘬妲 ˤ 㔯㛔 (scriptal)烉䫼柴䘬妲 㕤 㔯㛔 炻嬨侭 枰ὅ㒂冒 㖊㚱䘬䞍嬀ˣ䴻槿 䫼⓷柴ˤ 4 姕妰⓷柴(generating questions)烉㔁 䓇冒 姕妰⓷柴炻 ẍ嬻 䓇䧵㤝 䎮 妋㴰 㔯㛔䘬ℏ 炻忚侴 㖯教嬨䎮妋(Duke & Pearson, 2002)ˤ啱䓙姕妰⓷柴炻 䓇㚫シ嬀 ṾᾹ㗗 傥 ㈦ 䫼㟰炻㬋䡢 䫼⓷柴炻 ᶼ㩊夾冒 㗗 䛇 㬋䎮妋㔯㛔ˤ㔁ⷓ天㔁 䓇姕妰ᶨṃ 枰㔜 㔯㛔 䧖妲 䘬⓷柴炻ἳ 㔯䪈䘬 㖐㗗Ṩ湤? 5 彐娵㓭ḳ䳸㥳(recogniing story structure)烉㓭ḳ䳸㥳㗗 㓭ḳ䘬ḳẞ炻 ỽ䶐 ㆸね䭨䘬㕡 ˤ彐娵㓭ḳ䳸㥳 ẍ 䓇䎮妋冯㫋岆㓭ḳ炻 ᶼ 㖻姀ỷ㓭 ḳℏ (Baumann & Bergeron, 1993; Dymock, 2007)ˤ 㓭ḳ䳸㥳娵䞍㔁 墉炻 䓇天 佺ỽ媪側㘗ˣ攳 ḳß(initial events)ˣṣ䈑ℏ 䘬 ㅱ(internal reaction)ˣ ἄ䘬䚖䘬ˣ㓭ḳ䘬䳸 炻ẍ 忁ṃ㓭ḳ 䳈䘬ㇳ㱽(Calfee & Patrick, 1995; Dymock & Nicholson, 1999)ˤ㔁 㓭ḳ䳸㥳 ẍ 䓐㓭ḳ (story maps)娵嬀㓭ḳ㝞㥳ˤ㓭ḳ 㗗ᶨ 䳬 堐炻 䣢㓭ḳね䭨䘤䓇䘬 枮 ˤ 6 ἄ㐀天(summariing)烉㐀天㗗䵄 㔯㛔 慵天䘬㤪 (Dole, Duffy, Roehler, & Pearson, 1991)ˤ 㐀天㗪炻 䓇暨天 㰢 㔯㛔墉㚱Ṩ湤慵天䘬屯妲炻䃞 ℵ㽫 (condense)ㆸ 天䘬㤪 ˤ 䓇 ᶼ暨䓐冒 䘬婆 炻㔀徘忁ṃ慵天䘬㤪 ˤ 㐀天傥 䓇烉 䡢娵 䓊䓇 天䘬㤪 烊 倗䳸㔯㛔 天䘬㤪 炻㚱 㕤圵㚫屓忂㔯シ烊 唒 卩炻 昌 检 ᶵ 天䘬屯妲烊 姀ỷ㔯㛔䘬ℏ ˤ Ḵˣ㫉天䘬教嬨䎮妋䫾䔍 昌Ḯᶲ徘ℕ枭教嬨䎮妋䫾䔍炻 怬㚱ℑ枭教嬨䎮妋䫾䔍炻晾朆 教嬨䎮妋㚱 䳽 䘬 枧炻Ữ㗗ḇ 悐 㔁 䞼䨞䘬㓗 炻塓娵䁢傥 Ὣ忚㔯㛔䎮妋烉 忳䓐 䘬䞍嬀(making use of prior knowledge)烉溻 䓇 教嬨㗪炻忳䓐 ẍ 忶䘬䞍嬀 䚠斄䘬䴻槿 䚖 教嬨䘬㔯㛔 (Anstey & Freebody, 1987; Keene & Zimmermann, 2007)ˤ㔁ⷓ ẍ 䓇 䓐 䘬䞍嬀Ἦ䎮妋㔯 䪈炻 橼䘬㕡㱽㗗炻 教嬨 枸佺炻 䓇 ⓷烉㗗 䞍忻㔯䪈䚠斄 䘬ℏ (ἳ 柴ˣ㤪 ˣ㗪ẋ側㘗)烎㗗 娵嬀ἄ侭烎傥 枸㷔ἄ侭㚫䓐Ṩ 湤㧋䘬㔯㛔䳬 䳸㥳烎 ἧ䓐 㘢䘬シ尉(using mental imagery)烉 䘬嬨侭 教嬨䘬忶䦳炻㚫 ⁷㔯 㛔ℏ 炻 儎㴟 ㆸ ⁷(Guerrero, 2003; Pressley, 2001; Sadoski & Paivio, 65

6 㰰 㸸 2001)ˤ㑭㕤 ⁷䘬嬨侭㚫㚱庫Ἓ䘬䎮妋炻 ẍ溻 䓇 教嬨㗪炻 㥳 夾奢 尉(visual image)炻ἳ ⁷㓭ḳ 䘬側㘗ˣṢ䈑ˣḳẞˤ 㡌ǵ ޑ ௲Ꮲচ 䓇 ẍ䴻䓙㔁ⷓ䘬 炻 㚫ἧ䓐教嬨䎮妋䫾䔍ˤ㔁 䞼䨞栗䣢炻㚨㚱㓰䘬 教嬨䎮妋䫾䔍㔁 㗗炻㔁ⷓ䚜 㖶䡢 㔁 䓇炻ἧ䓐䎮妋䫾䔍䘬䚖䘬 㗪㨇(Block & Pressley, 2002; Calfee & Patrick, 1995; Gaskins, 2003; RAND, 2002; Sweet & Snow, 2003)ˤ 䓇 枰 㚫曰㳣 ㅱ䓐 䧖䎮妋䫾䔍 冒 䘬教嬨ˤ㔁ⷓ ẍ ẍᶳ䘬 㔁 㬍樇炻 䎮妋䫾䔍(Armbruster, Lehr, & Osborne, 2001)烉 䚜 妋慳烉㔁ⷓ㖶䡢 妋慳教嬨䎮妋䫾䔍䘬䓐徼炻 姜 䓇ỽ㗪ㅱ䓐教嬨 䎮妋䫾䔍ˤ 䣢䭬烉侩ⷓ 㔁婚㔯㗪炻ἧ䓐ˬ 倚 侫 (thinking aloud)䘬㕡 炻䣢䭬 教嬨忶䦳 炻 ỽㅱ䓐教嬨䎮妋䫾䔍ˤ 䶜佺烉㔁ⷓ ὃ教嬨䘬㨇㚫炻嬻 䓇䶜佺䎮妋䫾䔍䘬ἧ䓐㕡㱽ˤ ㅱ䓐烉㔁ⷓ 䓇 央䶜佺教嬨䎮妋䫾䔍炻ᶨ䚜 䓇 ẍ䌐䩳 忳䓐 䎮妋䫾䔍ˤ 炻Pilonieta and Medina (2009)娵䁢㚱㓰䘬䎮妋䫾䔍㔁 ㅱ娚天㚱ᶱᾳ天䳈烉 (1)䚜 䘬㔁 烊(2)徸㻠慳㓦屔ả䴎 䓇炻ἧ 䓇傥 䌐䩳ㅱ䓐䎮妋䫾䔍烊(3)㔁 䓇曰㳣忳䓐 慵䘬䎮妋䫾䔍ˤ 侴妨 炻㔯㛔䎮妋䫾䔍䘬㔁 㧉 㛔ᶲ䁢烉妋慳ˣ 䣢䭬ˣㅱ䓐(Roehler & Duffy, 1984)ˤ㔁ⷓ 枰嫃妋教嬨䎮妋䫾䔍炻 ᶼ 䓇䶜 佺 䧖䎮妋䫾䔍ˤ စǵ ޑ ௲Ꮲࢲ ὅ㒂ᶲ徘䘬教嬨䎮妋䫾䔍 㔁 炻㛔㔯 㚨㕘䘬教嬨㔁 㔯䌣 炻䮑怠 枭 䓐䘬㔁 㳣 烉㓡 䶜佺ˣ倥嫃㳣 ˣḺ 㔁 ˣ㔁 㓭ḳ䳸㥳娵䞍ˣ ἄ 䫾䔍 教嬨ˤ忁ṃ㔁 㳣 悥㚱䞼䨞㟡㒂炻䴻忶㔁 槿䡢娵 ẍ 梲 䓇䘬 㔯㛔䎮妋䫾䔍炻 㖯教嬨䎮妋傥 ˤ ᶨˣ㓡 䶜佺(paraphrasing) 㔯㛔㓡 (paraphrasing)塓娵䁢㗗㚱㓰䘬䎮妋䫾䔍㔁 㳣 炻 ẍ 忚 䓇䘬教 嬨䎮妋(Bakken, Mastropieri, & Scruggs, 1997; Ellis & Graves, 1990; Schumaker & Dreshler, 1992)ˤ 㬌炻Kletien (2009) Έ嬘䓐㓡 ẋ㐀天䶜佺(summariing)炻 梲 䓇䘬教嬨䎮妋㈨ⶏˤ㓡 㗗 䓇䓐冒 䘬娙炻 ᶲ冒 㔯㛔䘬䎮妋炻慵㕘㓡 㔯㛔 㚱䘬 ˤ 䓇 㓡 䶜佺㗪炻 枰 冲㚱䘬䞍嬀炻倗䳸䎦 教嬨䘬 㕘ℏ 炻 ㆸ䞍嬀 䶂䳊(retrieval clues)炻㔜 㕘冲䞍嬀ˤ忁㧋䘬娵䞍忶䦳㗗教嬨 䎮妋 炻 慵天䘬ᶨ悐ấ(Kintsch, 1998)ˤ㬌 炻㔯䪈䘬㓡 䶜佺 ẍ 䓇䚋㷔 冒 䘬䎮妋炻ἧṾᾹ䞍忻 㔯䪈ℏ 䝕妋䘬䦳 炻ḇ㚱 㕤姀ỷ㔯㛔䘬ℏ ˤ 㓡 䶜佺忂 塓夾䁢冯 㐀天ᶨ㧋炻Ữ 㓡 怈㭼 㐀天 㖻ˤ 㐀天㗪炻 枰 㔯 ㈦ 㖐 炻 㗗冒 㖐 炻 㷃㔯㛔 检ˣᶵ慵天䘬屯妲炻 怬天㽫 ㆸ 㔯䘬ᶱ ᶨˤ忁㧋墯暄䘬忶䦳暨天㚜 娵䞍ᶲ䘬屈匟ˤ䚠 炻㓡 ᶵ暨天嬨侭便屣 䘬 侫炻 彐㔯䪈 天冯㫉天䘬妲 炻㚜ᶵ暨天㈦ 冒 66

7 劙婆教嬨烉㚱㓰䘬䎮妋䫾䔍㔁 㳣 㖐 ˤ ẍ炻㓡 㔯㛔㭼崟 㐀天炻 䎮妋娵䞍䘬屈㑼庫庽炻 䓇㭼庫 㖻䶜佺ˤ㓡 䶜佺㗗䎮妋䫾䔍㔁 炻㖻㕤 㕥䘬ℍ攨㳣 ˤ 㕥㓡 䶜佺䘬㔁 䦳 䁢烉嫃妋ˣ䣢䭬ˣㅱ䓐ˤ㔁ⷓ椾 䓇妋慳教嬨㔯 㛔䘬娵䞍忶䦳ˤ 攳 教嬨㗪炻 ἧ䦳 檀䘬嬨侭炻ṵ䃞㚫忯 暋ẍ䎮妋䘬㔯 侴 枻炻㙓㗪暊攳㔯㛔炻 䳊 㵝佑ˤ 姜 䓇 教嬨忶䦳 炻 Ἦ ᶵ㕟 㐠䳊 シ佑炻ᶵ 䁢ᶨ枭教嬨䎮妋䘬 㕡㱽ˤ䃞 炻㔁ⷓ䣢䭬㓡 ˤ㔁ⷓ怠䓐䘬㔯䪈 天䫎 䓇䘬䦳 炻㔯䪈ᶵ天忶攟炻㔯栆 ẍ㗗㓭ḳ 婒㖶㔯(expository)ˤ㔁ⷓ ẍ䓐ˬ 倚 侫 䘬㕡 炻䣢䭬㓡 㔯㛔ˤ 䣢䭬䘬忶䦳炻㔁ⷓ 慷ᶵ天ḳ 姀ỷ 㝸ṃ㭝句䘬ℏ 炻ẍὧ ẍ䣢䭬 ỽ妋㰢ㆹᾱᶵㅪ䘬悐 ˤ㔁ⷓ 䣢䭬㓡 㗪炻 ẍ⓷ 䓇烉 ˬ㗗 㚱怢㺷䘬 炻㰺㚱 㓡 烎 㔁ⷓ㭷 䣢䭬ᶱ 㭝㔯䪈䘬㓡 炻 㗪怨婳 䓇ᶨ崟 㓡 䶜佺ˤ㚨 炻䔞 䓇攳 冯㓡 炻㔁ⷓ ẍ㻠㻠 㷃 㓡 炻嬻 䓇䌐䩳䶜佺㓡 ˤ ḴˣḺ 㔁 (reciprocal teaching) Palincsar and Brown (1984) 姕妰Ḻ 㔁 㱽炻㔁 䓇䵄 ἧ䓐 枭䎮妋䫾 䔍烉枸㷔(predicting)ˣ㼬㶭(clarifying)ˣ ⓷(questioning)ˣἄ㐀天(summariing)ˤ 教嬨㔯㛔 炻 枸㷔烊教嬨 炻㼬㶭ᶵㅪ䘬 㤪 ˤ 教嬨 教嬨 炻 ⓷柴㩊夾冒 䘬䎮妋䉨㱩炻㚨 㐀天䶜佺ˤ 䁢Ḯ 䓇 忁 枭䎮妋䫾䔍䘬 尉炻Ockus (2010) 嬘㔁ⷓ ẍ 忁 枭 䎮妋䫾䔍㒔Ṣ 炻嬲ㆸ㓭ḳṢ䈑Ἦṳ䳡 ἄ䓐ˤockus 㙙䧙忁 䧖䎮妋䫾䔍䁢ˬ崭 㡺䘬 4 Ṣ䳬 (The Fab Four): -枸妨 (Paula the Predictor)炻 厲ΐ㕗-妋べ侭 (Clarence the Clarifier)炻㖮 - 柴侭(Quinn the Questioner)炻Ⱉ -㐀天䘬 ㇳ(Sammy the Summarier)ˤ忁ṃṢ䈑䘬 冯䎮妋䫾䔍䘬 䧙炻 㚱䚠 䘬攳柕 㭵炻嬻 䓇 䓊䓇倗 炻 㖻姀ỷ娚枭䎮妋䫾䔍ˤẍᶳ㗗䓐教嬨 Wolves in Yellowstone (Houk, 1995) 䁢ἳ 炻㔁ⷓ ㆸ ᾳṣ䈑炻妋慳忁 枭䎮妋䫾䔍䘬ἄ䓐ˤ -枸妨 (Paula the Predictor) 㔁ⷓ 叿 ⶦ炻ㇳ 㯜㘞䎫墅 ㆸ䬿 ⷓ炻冒ㆹṳ䳡烉 Hello, I am Paula the Predictor, and I love to make predictions about the future. I also love to make predictions about what is going to happen in books. Let me look at this book and make a prediction. I see pictures of wolves and hunting, so I think I will learn how wolves hunt and live. What do you think you will learn from this book? (Stricklin, 2011, p. 620) 厲ΐ㕗-妋べ侭(Clarence the Clarifier) 㔁ⷓ 叿ㇳ 炻 叿㓦 掉 炻 叿 䓇婒烉 Good morning, I am Clarence the Clarifier, and I like to solve mysteries. I look for clues that help me understand words and ideas. I see this word pack [hold magnifying glass over the word]. I know I can get clues by reading before and after the word. Ah, I see that wolves can be in a pack or wolves can be alone. If you re not alone, you re with others, so pack must mean a group of wolves. That reminds me of a six pack of Coke. Another important part of my job is interviewing people. Who can tell me more about a pack? (Stricklin, 2011, p. 621) 㖮 - 柴侭(Quinn the Questioner) 㔁ⷓ 叿湍 桐炻 䙲㘢忲 䭨䚖䘬 Ṣ炻冒ㆹṳ䳡烉 67

8 㰰 㸸 Welcome to the game show Reading Is Fun, where you get the chance to ask and answer questions for a cash prie! I m your host, Quinn the Questioner. I ll ask the first question for $100. Who can answer the following what question: What is the name for a group of wolves? [student answers correctly] That s right! You win $100! [hand out play money] Now, who can ask a why question for $1,000? (Stricklin, 2011, p. 621) Ⱉ -㐀天䘬 ㇳ(Sammy the Summarier) 㔁ⷓ墅 ㆸ柕 ˣㇳ 䳊䘬䈃Ṽ炻ṳ䳡冒 烉 Howdy, folks. I am Sammy the Summarier. I like to lasso cows, but I also like to lasso information about a story. The information has to be short and to the point [make lasso small]. This page was about how black, gray, and silver blue wolves gather in a pack and howl at the moon. Yeehaw that s it! (Stricklin, 2011, p. 621) 䁢Ḯ 忚 䓇 忁ṃ䎮妋䫾䔍䘬䝕妋炻Stricklin (2011) 嬘 䓐ᶨṃㇳἄ䘬夾 奢㔁 炻ἳ 㴟 ˣ䳁䚌 憅(paper plate dials)ˣ䘤妨 (sentence starters)ˤ 㴟 烉 䳁 ᶲ䎮妋䫾䔍䘬 䧙炻 層 㔁 炻 愺 䓇 教嬨忶䦳 炻 怑㗪 ἧ䓐忁ṃ䎮妋䫾䔍ˤ 䳁䚌 憅烉䳁䚌䘬䚌朊 䁢 ᾳ 炻 㧁㖶 枭䎮妋䫾䔍烉枸㷔ˣ 㼬㶭ˣ ⓷ˣ㐀天( ᶨ)ˤ䳁䚌 攻姕伖 憅炻嬻 䓇 教嬨忶䦳 炻 㝄 暨天忳䓐 ⒒ᶨ枭䎮妋䫾䔍炻 㑍 憅 娚枭䎮妋䫾䔍ˤ 㬌ᶨἮ炻 䓇 ẍ 㶭㤂䞍忻 䓐 䘬䎮妋䫾䔍炻ẍὧ冒 Ṿ 㲐シ 侫炻倂䃎 娚䎮妋䫾䔍ᶲˤ ᶨ 䎮妋䫾䔍䘬䳁䚌 憅 冒 Stricklin (2011) 䘤妨 烉㔁 䓇ᶨṃ ἧ䓐䎮妋䫾䔍㚫䓐 䘬斄挝 炻 䓇 䳬妶婾炻ἳ 烉 枸㷔烉 I wonder or I think that 㼬㶭烉 I was confused about or I don t understand ⓷烉 How? or Why? 㐀天烉 The author wants us to know or This big idea is Ḻ 㔁 ẍ䓐㔜䎕䘬㕡 忚埴炻ḇ ẍ䓐 䳬妶婾䘬㕡 ˤ 䓇忚埴 䳬 妶婾Ḻ䚠Ṍ シ夳炻 㗪ḇ䶜佺ἧ䓐䎮妋䫾䔍ˤ㔁ⷓ 䓐ẍᶳ䘬㕡㱽炻溻 䓇 䘤妨炻㳣䴉 䳬妶婾(Stricklin, 2011)ˤ 68

9 劙婆教嬨烉㚱㓰䘬䎮妋䫾䔍㔁 㳣 Ờ ṓ(partner sharing)烉 Ἀ䘬枸㷔 姜 Ờˤ ㅱ (response cards)烉 㝄 シ Ṣ䘬シ夳炻冱崟䪹共 (smiley face card)烊 ᶵ孂 冱崟ォ (frown face card)ˤ 朊 朊(face-to-face)烉 Ἀ䘬㐀天炻 姜 Ἀ 朊䘬 ˤ 怆 㡅(passing notes)烉 ᶵㅪ䘬 㤪 炻 㡅ᶲ怆䴎 Ṿ ˤ Ḻ 㔁 䘬㓰䙲 㲃槿嫱 ẍ劙婆䁢㭵婆䘬 䓇(Ash, 2005; Goodman, 2005; Ockus, 2010; Palincsar & Brown, 1986; Spörer, Brunstein, & Kieschke, 2009)ˤ 㗪炻㔁 䞼䨞ḇ䡢娵炻Ḻ 㔁 ẍ 劙婆 佺侭(English Language Learners) 慷 教嬨䎮妋(García, Jensen, & Scribner, 2009)ˤ ᶱˣ㔁 㓭ḳ䳸㥳娵䞍(teaching narrative text structure awareness) 㓭ḳ䳸㥳䘬娵䞍㚱 㕤 㖯 䓇䘬教嬨䎮妋(Baumann & Bergeron, 1993; Calfee & Patrick, 1995; Dymock & Nicholson, 1999)ˤ㔁 䞼䨞栗䣢炻䅇〱㓭ḳ䳸㥳䘬嬨侭炻 教嬨䎮妋ᶲ庫 㚱 暋ˤ㓭ḳ䳸㥳 夾䁢㓭ḳ㔯㱽(story grammar)ˤ㓭ḳ㔯㱽 㗗ᶨ 忈ˣ㔀徘㓭ḳ䘬夷 (Rayner & Pollatsek, 1989)ˤ 㓭ḳ㔯㱽墉炻㚨慵天䘬 㛔 䳈㚱側㘗ˣ 柴ˣṢ䈑ˣね䭨ˣḳẞ䘬䳸 ˤ㔁ⷓ暨天㔁 䓇ẍᶳ㓭ḳ䳸 㥳䘬 㛔㤪 烉 側㘗㗗 㓭ḳ䘤䓇䘬㗪攻ˣ 溆ˤ 柴㗗 㼃啷 㓭ḳ 炻ἄ侭 天 忼䘬妲 ˤ ẍ炻 柴㗗㚱 嬨侭䘬 娖慳ˤ 柴 ẍ婒㖶㓭ḳṣ䈑䘬 㨇炻 姽婾ᶨ凔䣦㚫䎦尉ˤ 䳊 柴㗪炻 嬨侭天⓷烉ἄ侭䁢ỽ ἄ㬌㓭ḳ烎 㓭ḳṢ䈑 ㆸ 天 㫉天奺刚ˤ嬨侭 ẍ 㜸㓭ḳṢ䈑䘬 尴ˣᾳ 炻 ㈦ Ṣ䈑 攻䚠 冯䚠䔘䘬䈡 ˤ 㥳ㆸ㓭ḳ䘬㔜橼ね䭨㚱 枭天ẞ烉 䘤㓭ḳ堅䨩䘬⓷柴炻 ⓷柴䘬 ㅱ炻 妋㰢⓷柴 䘬埴 炻㚨 䘬䳸㝄ˤ Dymock (2007) 嬘㔁ⷓ ẍ 䓐㓭ḳ䵚(story web) ( Ḵ)炻㔁 䓇娵嬀㓭ḳ 䘬㔜橼㝞㥳ˤ㔜ᾳ㓭ḳ㗗䓙側㘗(setting)ˣね䭨(plot)ˣṢ䈑(characters)ˣ 柴(theme) 䳬ㆸ炻䃞 ℵ 婒㖶 ᾳ㓭ḳ 䳈䘬䳘䭨ˤ Ḵ 㓭ḳ䵚 冒 Dymock (2007) ẍね䭨䁢ἳ炻㔁ⷓ暨天㔁 䓇 㜸㓭ḳ 䘤䓇䘬ḳẞ(episodes)ˤ ḳß 69

10 㰰 㸸 㜸炻ㅱ侫ㄖ 㭷ᶨḳẞ 䘤䓇䘬⓷柴(problem)炻㓭ḳṢ䈑 ⓷柴䘬 ㅱ(response)炻 䘬埴 (action)炻ẍ ḳß㚨 䘬䳸㝄(outcome)ˤ㔜䭯㓭ḳ㗗䓙㔠ᾳḳẞ㧳㭝 倗䳸侴ㆸ炻䃞 㚨䳪䘬䳸 炻 ㆸᶨᾳ 㔜䘬㓭ḳ( ᶱ)ˤ ᶱ 㓭ḳḳẞ 㜸 冒 Dymock (2007) 㔁ⷓ ẍ忚ᶨ㬍 䓐㓭ḳ㚚䶂 (story graph) ( )炻㶭㤂栗䣢ね䭨䘤 䘬䳸㥳烉 椾 䓙攳 (opening)崟柕炻㓭ḳ墉䘬 ね㻠㻠忚 军檀溆炻䃞 忼㓭ḳ㚨檀㼖炻 叿㚨 ẍ䳸 (conclusion)㓞 ˤ㔜ᾳ㓭ḳ䘬ね䭨嬲 炻 攳 㚱ᶨ忋 ᶲ䘤 䘬 ἄ(rising action)炻忼 ね䘬檀㼖炻 ᶳἮ 㗗 廱䚜ᶳ䘬 ἄ(falling action)ˤ 㓭ḳ㚚䶂 冒 Dymock (2007) Ṣ 䈑 㜸 㕡 朊 炻 ẍ 妶 㓭 ḳ Ṣ 䈑 䘬 䈡 (appearance) ℏ 㟤 (personality)ˤ堐ᶨ䁢 䓇 㜸 The Lorax (Seuss, 1971)炻 墥ἄ䘬Ṣ䈑 䄏堐ˤ㓭ḳ 䘬 奺 Lorax 奺刚 Once-ler 䘬Ṣ㟤䈡岒炻 ㆸ 䁰䘬 㭼ˤ㔁ⷓ ẍ姕妰 栆Ụ堐ᶨ䘬䨢䘥堐㟤䔞ἄ 佺 炻嬻 䓇䶜佺 㜸㓭ḳṢ䈑ˤ 䓇㊱䄏㓭ḳṢ䈑䶐 忈堐(Character Weave)䘬 䣢(堐Ḵ)炻㈦ Ṣ䈑䘬 尴ˣ 䑘 䘬ン ˣ Ṣ䘬ン ˣ 䔞ẋ䫱 䘬奺刚ˤ 70

11 劙婆教嬨烉㚱㓰䘬䎮妋䫾䔍㔁 㳣 堐ᶨ 㓭ḳṢ䈑 㜸 冒 Dymock (2007) 堐Ḵ 㓭ḳṢ䈑䶐忈堐 冒 Dymock (2007) ˣ倥嫃㳣 (speaking and listening activities) 㔁ⷓ ᶲ婚㗪炻 天㯪 䓇ᶵ天嫃娙炻 䛤 䓐 教嬨ˤ晾䃞教嬨䘬䡢 枰䓐䛤教嬨炻 䓐 䎮妋 嬨䘬ℏ 炻Ữ㗗㔁ⷓḇᶵ傥 䔍ˬ婒娙䘬㼃 㓰 (potential of talk)ˤ 婚 ᶲ炻嬻 䓇攳 嫃娙 妶婾炻 侫㔯䪈䘬ℏ 炻Ḻ䚠 ⓷ Ṍ シ夳ˤ忁䧖嫃娙䘬 炻 㗗㚱䙲㔁 ˤ 攻䘬妶婾ᶵ ẍ㳣䴉ᶲ婚 㯋㯃炻㚜 ẍ 忚教嬨䎮妋傥 ˤ 㬌炻Mills (2009) Έ忳䓐ᶨ䲣 䘬倥嫃㳣 炻 妻䶜 䓇ἧ䓐㔯㛔䎮妋䫾䔍炻 忚教嬨䎮妋傥 ˤ 嬨侭 教嬨䘬忶䦳炻 傥暨天忳䓐 ᶵ 䘬㔯㛔䎮妋䫾䔍ˤ教嬨 炻暨天⓻ 㖊㚱䘬䞍嬀(activate prior knowledge)炻ẍὧ䎮妋㕘䘬㔯㛔ℏ ˤ教嬨 炻嬨侭㟡 㒂㔯シ䶂䳊冯㔯䪈䳬 炻 㷔㔯㛔䘬シ佑ˤ ẍ炻暨天ㅱ䓐 䘬䎮妋䫾䔍㚱烉 婾 (make inference)ˣἧ䓐㔯㛔䳸㥳䘬䞍嬀(use knowledge of text structure)ˣ夾奢 ⁷ (visualie)㔯䪈 徘䘬ℏ ˤ 教嬨 炻 䓇 ẍ䶜佺ḵ枭䎮妋䫾䔍烉冒⓷冒䫼 (generate and answer questions)ˣ墯徘冯ἄ㐀天(retell and summarie)ˤ憅 㭷ᶨ枭䎮 妋䫾䔍炻Mills (2009) 姕妰䚠 ㅱ䘬倥嫃㳣 (堐ᶱ)ˤ 71

12 㰰 㸸 㔯㛔䎮妋䫾䔍 ⓻ 㖊㚱䘬䞍嬀 婾 ἧ䓐㔯㛔䳸㥳䘬䞍嬀 夾奢 ⁷ 冒⓷冒䫼 墯徘冯ἄ㐀天 堐ᶱ 䶜佺䎮妋䫾䔍䘬倥嫃㳣 倥嫃㳣 䧙 婒㓭ḳ(Telling Tales) 䅙攨Ṣ䈑 (Character Hot Seat) ㊹ ね䭨(Pick-a-Plot) ᶱ忋䑘 㟤 (Three-Step Freee Frames) Ṣ䈑姒⓷(Interviewing a Character) PARIS ẍᶳ 婒㖶 ỽ 㕥忁ṃ倥嫃㳣 炻ἧ 䓇䅇〱教嬨䎮妋䫾䔍炻 㖯㔯㛔䘬䎮妋ˤ (ᶨ ᶨ) 婒㓭ḳ(Telling Tales) 教嬨㕘䘬妲 炻忂 暨天 䓐 㖊㚱䘬䞍嬀 䴻槿ˤ怬㚱炻ḇ暨天 䓐㔯 㛔䘬 柴ˣ㔯栆ˣ 䫱䚠斄䘬䞍嬀ˤ ẍ炻⓻ 㖊㚱䘬䞍嬀㗗ᶨ枭 慵天 䘬㔯㛔䎮妋䫾䔍(Keene & Zimmermann, 2007)ˤ㔁ⷓ ẍἧ䓐ˬ婒㓭ḳ 䘬㕡 炻嬻 䓇ㅱ䓐㖊㚱䘬㔯 䞍嬀ˣ䣦㚫䴻槿炻䶜佺 㷔㔯㛔䘬ℏ ˤ ˬ婒㓭ḳ 㗗嬻 䓇 䔓 䘬䶂䳊炻㟡㒂冒 㚱䘬䞍嬀 䴻槿 婾炻枸 㷔㓭ḳ 傥䘬ℏ ˤ 䓐丒㛔炻嬻 䓇䚳叿丒㛔䘬 䇯炻枸㷔㓭ḳ 㚫䘤䓇Ṩ湤ḳˤ 椾 炻㔁ⷓ䣢䭬 ỽ枸㷔ˤἳ 炻㔁ⷓ ẍ䚳叿㚠㛔䘬 朊炻枸㷔㚠㛔䘬ℏ ˤ㔁 ⷓ 䪗娛㚠㛔 朊 炻 䓇婒烉 ˬ忁㛔㚠䘬 朊(front cover)㚱 漵䘬 䞛炻ㆹ 忁㗗ᶨ㛔朆㔯 䘬㚠ˤ 䃞 炻 䓇㧉ầ㔁ⷓ䘬 㷔ˤ 䓇 ㆸḴṢᶨ䳬 䚳 䇯炻枸㷔㓭ḳ 傥䘤䓇䘬ḳねˤἳ 炻䫔ᶨỵ 傥㚫婒烉 ˬ 㚱 䀓䘤䓇炻 忈ㆸ 慷䘬屉䓊 ˤ 叿炻䫔Ḵỵ 天㟡㒂䫔ᶨỵ 䘬枸㷔炻两临䋄 㓭 ḳ 傥䘬㺼嬲炻 㓭ḳ 漵䘬忲 ˤ (Ḵ) 䅙攨Ṣ䈑 (Character Hot Seat) ˬ䅙攨Ṣ䈑 䘬㔁 䚖㧁㗗天 䓇䶜佺 䎮䘬教嬨㈨ⶏˤ 婾 䘬 侫 (inferential thinking)ᶵ 天䝕妋㔯䪈 朊䘬シ佑炻㚜天 㔯㛔䘬ℏ 冯冒 㚱䘬䞍 嬀䳸 ᶨ崟炻䌚 㚜㶙ℍ䘬䎮妋(Trehearne, 2006)ˤ 䎮䘬忶䦳㗗ᶨ枭墯暄䘬娵䞍炻 暨天檀昶䘬 侫傥 ˤ 忚埴ˬ䅙攨Ṣ䈑 䘬㳣 炻 ẍ ℐ䎕嬨 㓭ḳ 炻怠㑯ᶨỵ 㧉㒔㓭 ḳ 䘬 奺炻 㔁 朊炻 Ṿ 䘬娊⓷ˤ 䓇 ẍ ⓷ᶨṃ㚱斄㓭ḳ䘬 ⓷柴ˤἳ 炻 The Boy Who Cried Wolf 炻㓭ḳ 䘬 奺檀 烉 ˬ䊤ἮḮ炰 炻 墅 ⒕㲋㯪 ˤ ẍ炻 教嬨㛔㓭ḳ 炻 傥㚫⓷ 㺼 奺䘬 䓇烉 ˬἈ䁢Ṩ湤天 墅㓦倚 ⒕炻㫢䝆 烎 Ṿ 傥㚫 䫼烉 ˬ 䁢ㆹ 冒 㰺㚱ᾉ 炻ᶵ䞍忻傥 ᾅ 嬟冒 伲佌炻ẍ 䊤佌䘬㓣㑲ˤ 䘬䫼㟰 㗗ᶨ䧖 㓭ḳね䭨䘬 䎮炻 㷔㓭ḳṢ䈑 傥䘬埴䁢 㨇ˤ忁ᾳ㔁 㳣 妻䶜 䓇䘬 䎮傥 炻天 䓇忳䓐ᶵ 䘬奨溆娖慳㓭ḳˤ (ᶱ) ㊹ ね䭨(Pick-a-Plot) ἧ䓐㔯㛔䳸㥳䘬䞍嬀㚱 㕤 䓇䘬教嬨䎮妋ˤ 䓇昌Ḯ㚫教嬨ᶨ凔䘬㓭ḳ㔯㛔 炻ḇ㚫 妠ᶨṃ㕘 䘬㔠ỵ㔯㛔炻ἳ 悐句㟤ˣ䵕 䘦䥹ˣ䶂ᶲ 㬍俲 ˣ ㇳ㨇䯉妲ˣ䶂ᶲ岤䈑䫱ˤ忁ṃ㔯㛔悥㚱 䌐䈡䘬䳬 䳸㥳ˤ ẍ炻㔁ⷓ天 䓐 72

13 劙婆教嬨烉㚱㓰䘬䎮妋䫾䔍㔁 㳣 晃䘬㔯㛔(authentic text)炻㔁 䓇㔯㛔䳸㥳䘬䞍嬀ˤ ˬ㊹ ね䭨 䘬㔁 㳣 倂䃎 㓭ḳ䳸㥳ˤ㔁 䘬㕡㱽䁢ᶱỵ 䓇䶐ㆸᶨᾳ 䳬炻 ἄ䶐忈ᶨ 㚱 シ䘬㓭ḳˤ 䓇天 䓐㓭ḳ䘬䳬ㆸ 䳈炻 ἄ㓭ḳˤἳ 炻 䫔ᶨỵ 婒 㓭ḳ 䵙炻溆 㓭ḳ䘬Ṣ䈑 側㘗ˤ 叿炻䫔Ḵỵ 㜄㑘ね䭨䘬 㚚 嬲 ˤ㚨 炻䫔ᶱỵ 㓭ḳ䘬檀㼖 䳸 ˤ㔁ⷓ ẍἧ䓐㓭ḳ䳸㥳 䣢 炻 ἄ㓭ḳˤἳ 炻側㘗 㧁䣢❶ⶪˣ 㜿ˣ 䨢烊Ṣ䈑 㚱侩Ṣˣ 䉿ˣ 㗇Ṣˤ⓷柴 徟嶗ˣ 䀥ˣ㓣㑲烊䳸 䣢徫嵹ˣ妋㓹ˣ冒ㆹ㓡嬲ˤ ( ) ᶱ忋䑘 㟤 (Three-Step Freee Frames) 㔜ᾳ教嬨䘬忶䦳 忳䓐夾奢 ⁷炻 ẍ 教嬨䎮妋ˤ夾奢 㗗 嬨侭 䓐 㘢傥 炻 ⁷㔯 ˣ倚枛ˣ 䇯ˣ䇰朊姕妰 怆䘬㘗⁷ˤ啱叿 ⁷炻 ẍ 尉䘬㤪 ㆸ 橼䘬䈑ẞ炻 儎㴟 ㆸ歖㖶㶭㤂䘬シ尉ˤ 䁢Ḯ䶜佺夾奢 ⁷䘬䎮妋䫾䔍炻㔁ⷓ ẍ 埴ˬᶱ忋䑘 㟤 䘬㔁 㳣 ˤ ἳ 炻 㔁 烋潄 岥嵹烍( The Hare and Tortoise )䘬㓭ḳ 炻㔁ⷓ ẍ嬻 堐㺼炻 㓭ḳ 㚨 ẋ堐 䘬ᶱᾳ㧳㭝ˤἳ 炻䫔ᶨỵ 䓐娯 䘬 共悐堐ね炻堐㺼 忇嵹㬍ˣ 䜉奢ˣ䜉愺ヴ 䘬䩀ンˤ䫔Ḵỵ ㆸ䁷潄炻忋临 ᶱ㫉潄 忇ㄊ㬍䘬 ἄˤ Ṿ䘬 㺼 㕩奨岥䘬 䈑炻䔞䁷潄㉝忼䳪溆㗪炻檀倚㬉 ˤ 䓇ᶲ 堐㺼㗪炻㔁ⷓ ẍ 㕩 ㇳ炻㘿䣢堐㺼䘬 嬲 ἄˤ䔞 堐㺼㗪炻 䳬 Ṿㆸ⒉ 㕩䘥炻妋慳䁢ỽ堐㺼㬌 ἄ炻 䎦㓭ḳ 䘤䓇䘬ḳẞˤ (Ḽ) Ṣ䈑姒⓷(Interviewing a Character) 冒⓷冒䫼㗗ᶨ枭 姕娵䞍䘬 侫傥 烉冒 ⓷柴炻 ᶼ娎叿㈦ ⓷柴䘬䫼 㟰ˤ啱㬌炻 䓇 ẍ䚋㷔教嬨䎮妋䉨㱩ˤ䁢ḯ㩊槿冒 䘬䎮妋炻 䓇 ẍ 忁栆 䘬⓷柴烉 What is the most important information here for my purpose? What have I missed? What is my opinion of this issue? (Mills, 2009, p. 327)ˤ ˬṢ䈑姒⓷ 㗗ᶨ䧖 䓇冒⓷冒䫼䘬㔁 㳣 ˤ 䓇ḴṢᶨ䳬炻㧉㒔 㑕暣 姒⓷ˤᶨṢ 墅㗗㓭ḳ 䘬 奺炻 ᶨỵ ( 㺼姀侭)䘬姒⓷ˤ㔁ⷓ ẍ 愺 䓇炻姕妰㚱㶙 䘬⓷柴ˤἳ 炻⓷柴暨天 儎䫳 妲 (information recall)炻 婾(drawing inferences)ˤ 䓇 ẍ 婚 ᶲ 䎦 姒⓷炻 抬ᶳ姒⓷䃞 䎕 ᶲ㑕㓦ˤ (ℕ) PARIS PARIS 㗗 妶婾䘬㔁 㳣 炻 ẍ 䓇 冒ㆹ䚋㷔教嬨䎮妋ˤPARIS 㗗 ẋ堐ḽ枭妶婾㬍樇䘬劙㔯 烉P (枸㷔 predict)炻a (䘤⓷ ask questions)炻r (慵徘 retell)炻 I ( 婾 infer)炻s (㐀天 summarie)ˤparis 䳸 䧖䎮妋䫾䔍䘬䶜佺炻 教堐 ˤ 䓇 教嬨 炻枸㷔 傥嬨 䘬ℏ 炻 冯㔯䪈ℏ 䚠斄䘬⓷柴ˤ 教嬨 教嬨 炻 䓇 慵徘ˣ 婾ˣ㐀天䫱䶜佺ˤ 慵徘冯ἄ㐀天㗗Ḵ枭慵天䘬教嬨䎮妋䫾䔍ˤ慵徘 ᶵ㗗 䲼 ᶨ忋 㓭ḳ 䘬ḳẞ炻侴㗗天㟡㒂ᾳṢ䘬䎮妋炻怠㑯㚨慵天䘬ḳẞ炻䃞 ℵẍ 怷廗䘬枮 炻 㚱㡅䎮䘬昛徘ˤ 㐀天㚜 枰 唒 卩炻䮑怠㔯㛔 㚨慵天䘬㤪 炻㔀徘慵溆䱦 厗ˤ 73

14 㰰 㸸 堐 PARIS 冱ἳ 冒 Mills (2009) Ḽˣ ἄ 䫾䔍 教嬨(Collaborative Strategic Reading, CSR) Klingner, Vaughn, and Schumm (1998) ἄ 䫾䔍 教嬨(Collaborative Strategic Reading, CSR)炻 忚 䓇䘬教嬨䎮妋傥 ˤCSR 㚱ᶱ枭㔁 䚖㧁烉Ὣ忚教 嬨䎮妋ˣ 㖯ᶨ凔 䥹䘬 佺(content learning)ˣ 劙㔯䘬佺 (English acquisition)ˤ CSR 䘬㔁 㳣 䳸 䎮妋䫾䔍㔁 (comprehension strategy instruction) ἄ 佺 (collaborative learning)ˤ㔁 䞼䨞嫱 CSR ᶵ 㗗怑 L1 䓇炻侴ᶼḇ傥 ESL 䓇 教嬨䎮妋傥 (Chang & Shimiu, 1997; Klingner, 1997)ˤ 㔜䘬 CSR 㔁 妰䔓 教嬨 ˣ教嬨 ˣ教嬨 䘬㔁 㳣 ˤ䳘娛䘬㔁 㳣 姕妰炻 教ẍᶳ堐㟤䘬婒㖶(Klingner & Vaughn, 1999)烉 教嬨 枸佺婚㔯 教嬨 ㈦ ⓷柴冯妋べ 䌚 㔯䪈䘬天㖐 教嬨 䴙㔜㔯䪈䘬ℏ 儎 㽨䚒炻 侫冯 柴䚠斄䘬䞍嬀ˤ 枸㷔婚㔯 傥䘬ℏ 炻 㚫 Ṩ湤䞍嬀烎 ㈦ べ溆(clunks)炻㗗ᶵ㗗㚱 暋䘬 炻 暋ẍ 䎮妋䘬㭝句? 2 ㆹᾹ ỽ妋べ烎ἧ䓐妋べ䫾䔍烉 (a) 慵嬨 炻㈦ ẍ 䎮妋䘬斄挝㤪 炻(b) 慵墯嬨 念炻㈦ 䎮妋䘬䶂䳊炻(c) ㈦ 䘬 㟡 椾炻(d) 暋䘬 炻 妋ㆸ 悐 炻奨 佑ˤ 1 㚨慵天䘬Ṣˣ ˣ䈑㗗Ṩ湤? 2 㚨慵天䘬Ṣˣ ˣ䈑ẋ堐Ṩ湤㤪? 1 姕妰⓷柴烉Ṩ湤㧋䘬䎮妋㷔槿柴䚖炻㚨傥㩊槿㗗 䎮妋㔯㛔 㚨慵天䘬妲 烎 2 墯佺 䘬ℏ ˤ CSR 忳䓐 ἄ 佺䘬 䳬䶜佺ˤḼṢ䶐ㆸᶨᾳ 䳬 ㆸ嬨㚠㚫炻妶婾教嬨 怕忯 䘬⓷柴ˤ䁢Ḯ 忚妶婾䘬㓰䌯炻 䳬 䘬ㆸ⒉ 㑼ảᶵ 奺刚烉䳬攟 (leader)ˣ妋べ (clunks expert)ˣ天㖐 (gist expert)ˣ (announcer)ˣ溻 侭 74

15 劙婆教嬨烉㚱㓰䘬䎮妋䫾䔍㔁 㳣 (encourager)ˤ乬⒉䘬借屔 ᶳ堐䘬婒㖶ˤ 䳬 攟 屈屔ⷞ柀䳬⒉ 㕥 CSR 㳣 炻 姜 天嬨Ṩ湤炻ㅱ䓐Ṩ湤䎮妋䫾 䔍ˤ 天㗪炻婳㯪侩ⷓ䘬 ˤ 妋べ 䓐妋べ 䣢 炻 愺 忯 ᶵㅪ䘬 则暋䘬㤪 㗪炻天 ỽ㊱ 悐 䎕妋㰢⓷柴ˤ 天㖐 屈屔 䳬⒉䝕妋㔯䪈䘬 天㤪 炻ẍ 䚠斄䘬䳘䭨ˤ 䴎䳬⒉ᶳ忼 Ẍ炻 婘天 婚㔯炻 㗗婘天昛徘シ夳 ṓ 㱽ˤ䡢 ᾅ㭷ỵ䳬⒉悥 冯妶婾ˤ䵕 妶婾䦑 炻㭷㫉 旸ᶨṢ䘤妨ˤ 溻 侭 屈屔䚋䚳 䳬妶婾ね㱩 䴎Ḱ 棳ˤ ㈦ῤ 孂姙䘬埴䁢炻溻 冯妶婾ˤ 㔁ⷓ CSR 㔁 㳣 炻 㺼䚋䜋䘬奺刚炻奨 䳬ㆸ⒉㗗 傥 ἄ炻䚠ḻ 佺ˤ侩ⷓ䨧㡕 䳬 攻炻晐㗪䴎Ḱ䩳 䘬 ˤ㔁ⷓ 天㗪 ẍ䚜 姜 䓇 䘬シ ˤ㬌 炻㔁ⷓ䣢䭬䎮妋䫾䔍䘬ἧ䓐炻溻 䓇䧵㤝 冯 䳬妶婾炻 ᶼ 䎦㦪シ䚠 䘬ン 炻䔞ἄ 䓇䘬㧉䭬ˤ 㕥 CSR 㔁 㳣 炻暨天㸾 ᶳ 䘬㔁㛸烉妋べ 䣢 (clunks cards)ˣ 䣢 (cue cards)ˣ 佺姀抬娴(learning logs)ˣ教嬨䓐䘬㔯㛔ˤ妋べ 䣢 ( Ḽ) ὃ 橼 䘬㕡㱽炻 䓇妋㰢䎮妋ᶲ䘬⓷柴烊 䣢 ( ℕ)婒㖶 ỽ 埴 䳬妶婾䘬㬍樇ˤ 佺姀抬娴( ᶫ)㗗天嬻 䓇 ᶳ 佺䘬忶䦳炻ẍὧ傥㓡 教嬨㈨ⶏˤ 教嬨㔁㛸㕡 朊炻CSR 忂 㚫ἧ䓐ᶨ凔 䥹䘬婒㖶㔯䔞ἄ㔁㛸ˤ Ḽ 妋べ 䣢 冒 Klingner and Vaughn (1999) 75

16 㰰 㸸 ℕ 䣢 冒 Klingner and Vaughn (1999) ᶫ 佺姀抬娴 冒 Klingner and Vaughn (1999) ẵˣ䳸婆 姕妰㔯㛔䎮妋䫾䔍䘬㔁 㳣 炻 ẍ思 枭 烉(1)㔁ⷓ䚜 妋慳䎮妋䫾䔍炻 (2)㔁ⷓ䣢䭬 ỽἧ䓐䎮妋䫾䔍炻(3)㔁ⷓ 䓇䶜佺䎮妋䫾䔍炻(4) 䓇䌐䩳ㅱ䓐䎮 妋䫾䔍ˤ䎮妋䫾䔍䘬㔁 㳣 㚱烉㓡 䶜佺炻倥嫃㳣 炻Ḻ 㔁 炻㔁 㓭ḳ 䳸㥳娵䞍炻 ἄ 䫾䔍 教嬨(CSR)ˤ忁ṃ㔁 㳣 怑 ᶵ 䳂 劙婆䦳 䘬 76

17 劙婆教嬨烉㚱㓰䘬䎮妋䫾䔍㔁 㳣 䓇ˤ㓡 䶜佺ˣ倥嫃㳣 ˣḺ 㔁 炻 ẍ 㕥 䳂 䳂䦳 䘬 䓇ˤCSR 㔁 㓭ḳ䳸㥳娵䞍炻 怑䓐㕤 䳂 檀䳂䦳 䘬 䓇ˤ 㛔㔯 妶婾䘬㔁 㳣 炻昌Ḯ CSR 炻悥㗗 䓐䯉㖻䘬㔁 㳣 炻 ẍ㽨䘤 䓇䘬 佺 㨇ˤ㔁ⷓ ẍ 忁ṃ㔁 㳣 炻圵ℍ䎦㚱䘬ảỽ㔁 㕡 炻ᶵ䓐嬲㚜 婚䦳姕妰ˤCSR 㗗㭼庫墯暄䘬㔁 㳣 炻暨天剙庫攟䘬㗪攻炻德忶 䳬妶婾 忚 䓇忳䓐䎮妋䫾䔍䘬傥 炻 梲䌐䩳教嬨ˤḳ ᶲ炻CSR 㗗䫎 䎦 䎮妋䫾䔍㔁 䘬 嵐 炻 䁢ˬẍ妶婾䁢 庠 (discussion-based)䘬㔁 㱽䚖 婒㗗哂䁢桐㯋 2ˤ 㔁 䞼䨞栗䣢炻ᶨ凔教嬨㔁 㲐 㔯䪈㛔幓䘬䎮妋炻仢 㔁 䓇 ỽ妋嬨㔯㛔䘬䎮妋㈨ⶏ(comprehension skills) (Kelly, Moore, & Tuck, 2001; Pressley, Wharton-McDonald, Mistretta-Hampston, & Echevarria, 1998; Spörer, Brunstein, & Kieschke, 2009; Taylor, Peterson, Pearson, & Rodrigue, 2002)ˤ 䀋䘬劙婆㔁 ḇ㚱栆 Ụῷ 䘬ね 炻 教嬨㔁 婧㔯シ䘬侣嬗妋慳 㔯㱽䞍嬀䘬 ˤ 㬌炻㔯㛔 䎮妋䫾䔍䘬㔁 ℏ䘬劙婆㔁 炻ㅱ娚䌚 㚜 䘬慵夾ˤ 㥳 佑䘬婚䦳 炻 婧 䓇冒 佺炻教嬨䎮妋䫾䔍㚜栗 慵天ˤ 教嬨婚ᶲ炻 䓇ᶵ ẍ ℐ ὅ岜㔁ⷓ䘬嫃妋炻侴ㅱ娚 佺䌐䩳教嬨ˤ㔯㛔䎮妋䫾䔍傥 ὃ 䓇冒ㆹ㩊夾教嬨 䘬忶䦳炻 梲䌐䩳 侫䘬傥 ˤℨ㛃㔁ⷓ ẍ 侫㛔㔯 ṳ䳡䘬㔁 㳣 炻冒埴姕 妰㚜䫎 䓇暨㯪䘬䎮妋䫾䔍㔁 ˤ 2 栆Ụ CSR 䳬妶婾㔁 㱽炻怬㚱嬨㚠㚫(Book Club)(McMahon & Raphael, 1997)ˣ㔯 (Literature Circles) (Daniels, 2002; Shorts, 1995)ˣ㔁 㚫娙(Instructional Conversations) (Tharp & Gallimore, 1991)ˣḺ 䫾䔍 妶婾(Interactive Strategic Discussion, ISD) (Shen, 2012)炻 䴻 㲃忳䓐 L1 L2 劙婆教嬨㔁 ˤ斄㕤忁ṃ㔁 㱽娛䳘䘬ṳ䳡炻 教 Shen (2005) Shen (2013)䘬䞼䨞 ˤ 77

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21 劙婆教嬨烉㚱㓰䘬䎮妋䫾䔍㔁 㳣 comparison of comprehension instruction for Book Club, Literature Circles, and Instructional Conversations. English Language Teaching, 6(12), Short, K. (1995). Foreword. In C. Campbell Hill, N. J. Johnson & K. L. Schlick Noe (Eds.), Literature circles and responses (pp. ix-xii). Norwood, MA: Christopher-Gordon. Spörer, N., Brunstein, J. C., & Kieschke, U. (2009). Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19(3), Stricklin, K. (2011). Hands-on reciprocal teaching: A comprehension technique. The Reading Teacher, 64(8), Sweet, A. P., & Snow, C. E. (Eds.). (2003). Rethinking reading comprehension. New York: Guilford. Taylor, B. M., Peterson, D. S., Pearson, P. D., & Rodrigue, M. C. (2002). Looking inside classrooms: Reflecting on the how as well as the what in effective reading instruction. The Reading Teacher, 56(3), Tharp, R., & Gallimore, R. (1991). The instructional conversation: Teaching and learning in social activity (No. 2). Santa Cru, CA: The National Center for Research on Cultural Diversity and Second Language Learning, University of California, Santa Cru. Trehearne, M. P. (Ed.). (2006). Comprehensive literacy resource for grades 3 6 teachers. Vernon Hills: ETA/Cuisenaire. 81

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