MSSR 主題閱讀模組對國中生故事創 作之影響;Towards a Framework of Learning English Reading and Writing in Taiwanese Junior High Schools 研究生：黃郁鈴 指導

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Title:	MSSR 主題閱讀模組對國中生故事創作之影響;Towards a Framework of Learning English Reading and Writing in Taiwanese Junior High Schools 研究生：黃郁鈴指導
Authors:	黃郁鈴;Huang, Yuling
Contributors:	網路學習科技研究所
Keywords:	IDC趣創者理論;MSSR(身教式持續式安靜閱讀);主題閱讀;閱讀策略;創意寫作;IDC theory;MSSR;Theme based reading;Creative writing
Date:	2021-10-25
Issue Date:	2021-12-07 14:40:24 (UTC+8)
Publisher:	國立中央大學
Abstract:	中文摘要本研究旨在探討MSSR 主題閱讀模組對國中生故事創作學習成效影響為何，並且分析了解研究者的教學歷程與省思。本研究歷經三年，學生自七年級至九年級，以教授英文班之學生從事明日英文MSSR (身教式持績安靜閱讀)，配合IDC 趣創者理論，以MSSR 為大量閱讀，再以薦書聊書為內容輔以興趣為導引，主題閱讀與分級閱讀為八年級主要的教學活動，進行一連串的閱讀循環。再到九年級時，做故事創作，以此一閱讀架構使學生養成閱讀習慣，自主學習，自然而然成為終身的英文學習者。本研究初步結果顯示，學生能持續保持閱讀習慣，且透過MSSR 與主題與分級閱讀能提昇學生在會考英文科學業成績的表現，成果相當出色；在八年級的分級與主題閱讀，以教育部19 項議題之人權教育為主題，以合作學習的方式學生能統整內容與主旨大意。最後在九年級教育會考後，學生創作繪本，學生故事內容廣度多元，作品字數平均為623 字。創作與改寫比例各佔一半。寫作作品之字句與文意表達皆在基礎之上。IDC 理論能培養學生養成英文閱讀習慣並增加多元興趣，也鼓勵到學生能上台自在表達自己的作品。到最後能寫出故事創作則是自信心大增，連帶班上的學習氣氛也帶動起來。最後，研究者任教於國中階段，期許能提出可運用的英文閱讀推廣模式，使英文繪本教學能幫助教師與學生，提高教師教學意願，使學生愛上英文閱讀。關鍵字：趣創者理論、MSSR(身教式持續式安靜閱讀)、主題閱讀、閱讀策略、創意寫作;Abstract English has been an important subject in Taiwan. Students spend so much time on memorizing vocabulary and phrases, but they get still get low grades. Days has past, they sit in the class doing more and more test papers. They are bored with English. Due to this reason, I come across to change the teaching method in my class. Professor Chen’s IDC theory and concept of “Future Class” gave me the idea to build a class based on the concepts of “interest, creation and habit.” Students and the parents use the structure of “Tomorrow Reading” to implent MSSR and be a storyteller after they read stories. Students’ acedemic performance is averaage. They are city students who are smart and curious about everything. From seventh grade to nineth grade, I follow the steps of “Tomorrow Reading”, from MSSR to introduce books and talk about books in the seventh grade. In the eighth grade, Theme-based reading which are given based on different competencies of each student. All books are categorized according to the LEXILE. Lexile measures reading compencies of each student through reading texts. As to the themebased reading materials, teachers integrate issues of gender equality, environment, human rights and human rights into the curriculum. “Write for rights” which held by Amnesty International to teach them about human right about students, around the society and our nation. In the ninth grade, students are tired with heavy schoolwork and with little time reading. After students finished Comprehensive Assessment Program for Junior High School Students, they created their first storybook all by themselves. The results revealed that students can read various books throughout three years in the junior high school. They read over almost 400 books in class and above. There are more in the library. Through reading books and being story tellers, students using reading skills write book reports. Step by step, they learn from basic memory skills to analytical strategy to catch the summary of a book. As to Creative writing, they come up with average 623 words in a passage and with various interesting contents. They are not afraid of writing stories. Students end up extraordinary test results which are higher than the average scores of the national students. Students become self-driven learners and the whole class is full of a harmony atmosphere. Everyone desires to learn with an open mind and curiosity and they are willing to help others. To sum up, the framework of reading and writing do help students with the academic performance and promote intrinsic motivation of learning and interest. Key words: IDC theory, MSSR, Theme based reading, Creative writing
Appears in Collections:	[Graduate Institute of Network Learning Technology] Electronic Thesis & Dissertation

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