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以作者查詢圖書館館藏 、以作者查詢臺灣博碩士 、以作者查詢全國書目 、勘誤回報 、線上人數：34 、訪客IP：3.145.15.1
姓名 黃郁鈴(Yuling Huang) 查詢紙本館藏 畢業系所 網路學習科技研究所 論文名稱 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)相關論文 檔案 [Endnote RIS 格式]
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至系統瀏覽論文 (2026-7-31以後開放)
摘要(中) 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、創意寫作摘要(英) 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關鍵字(中) ★ 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
★ 創意寫作關鍵字(英) ★ IDC theory
★ MSSR
★ Theme based reading
★ Creative writing論文目次 目錄
中文摘要 .....................................................................................................................................i
Abstract ...................................................................................................................................... ii
誌謝 ........................................................................................................................................... iii
目錄 ........................................................................................................................................... iv
圖目錄 ..................................................................................................................................... viii
表目錄 ....................................................................................................................................... ix
第1 章緒論 ........................................................................................................................... - 1 -
1.1 研究動機 .................................................................................................................... - 1 -
1.2 研究目的與問題 ........................................................................................................ - 2 -
研究目的 ....................................................................................................................... - 2 -
研究問題 ....................................................................................................................... - 2 -
1.3 名詞釋義 ................................................................................................................... - 2 -
MSSR ............................................................................................................................ - 2 -
IDC 趣創者理論 .......................................................................................................... - 3 -
閱讀策略與提問策略 ................................................................................................... - 3 -
行動研究 ....................................................................................................................... - 3 -
1.4 研究範圍與限制 ....................................................................................................... - 4 -
研究工具使用的限制 ................................................................................................... - 4 -
第2 章 文獻探討 ................................................................................................................. - 5 -
2.1 IDC theory- 興趣驅動創造者理論 ......................................................................... - 5 -
2.2 閱讀 ........................................................................................................................... - 9 -
2.2.1 明日閱讀 ............................................................................................................ - 9 -
2.2.2 閱讀策略 ......................................................................................................... - 10 -
2.2.3 教育部閱讀策略教學手冊 .............................................................................. - 10 -
2.2.4 Pirls 閱讀技巧 ................................................................................................. - 11 -
第3 章 研究設計 ............................................................................................................. - 12 -
v
3.1 研究流程與設計 ..................................................................................................... - 13 -
3.1.1 研究準備與規劃 ............................................................................................. - 14 -
3.1.2 研究活動設計與實施 ..................................................................................... - 14 -
3.1.3 研究結果與分析討論 ..................................................................................... - 14 -
3.2 研究情境與參與對象 ............................................................................................. - 14 -
3.2.1 研究情境簡介 .................................................................................................. - 14 -
3.2.2 研究參與對象 ................................................................................................. - 15 -
3.2.3 研究架構說明 ................................................................................................. - 16 -
3.3 MSSR 與主題閱讀模組 .......................................................................................... - 18 -
3.3.1 大量閱讀—七年級 .......................................................................................... - 18 -
3.3.2 分級閱讀—八年級 .......................................................................................... - 19 -
3.3.3 小說閱讀—九年級 .......................................................................................... - 21 -
3.3.4 主題閱讀—人權教育 ..................................................................................... - 23 -
3.3.5 創意寫作故事—九年級會考後 ..................................................................... - 26 -
3.4 教學活動實作設計 ............................................................................................... - 30 -
3.4.1 MSSR 閱讀教學時間 ...................................................................................... - 30 -
3.4.2 學生英文閱讀能力分組 ................................................................................. - 31 -
3.4.3 主題閱讀策略引導與閱讀策略學習單 ......................................................... - 32 -
3.4.4 分級閱讀書選用與教學 ................................................................................. - 33 -
3.4.5 寫作鷹架與學習單 ......................................................................................... - 35 -
3.5 研究工具 ................................................................................................................. - 37 -
3.3.1 學生閱讀學習記錄 ......................................................................................... - 37 -
3.3.2 科技輔助閱讀教學與寫作 ............................................................................. - 38 -
3.3.4 SBASA 素養導向標準本位評量寫作作品分析 .......................................... - 41 -
3.3.5 藍思閱讀網站學生寫作作品分析 ................................................................. - 42 -
3.3.6 資料收集與處理分析 ...................................................................................... - 42 -
第4 章 研究結果與分析討論 ......................................................................................... - 43 -
4.1 閱讀教學與IDC ..................................................................................................... - 43 -
授課中的教學歷程與觀察 ......................................................................................... - 45 -
閱讀教學中的省思與回饋 ......................................................................................... - 50 -
藍思閱讀書分級（Lexile） ..................................................................................... - 51 -
教學後學生問卷回饋 ................................................................................................. - 53 -
學生閱讀學習變化 ..................................................................................................... - 54 -
4.2 分級閱讀與主題閱讀 ............................................................................................. - 57 -
分級繪本教學的學習單記錄 ..................................................................................... - 57 -
4.3 故事寫作與創作 ................................................................................................... - 62 -
學生寫作學習變化 ..................................................................................................... - 63 -
藍思閱讀之寫作程度分析 ......................................................................................... - 64 -
SBASA 素養導向標準本位評量 ............................................................................... - 67 -
創作故事的困難處 ..................................................................................................... - 68 -
關於寫作系統 ............................................................................................................. - 69 -
4.4 英文學業成績表現 ................................................................................................. - 73 -
4.5 興趣問卷與自我效能問卷 ..................................................................................... - 77 -
自我效能問卷 ............................................................................................................. - 81 -
第5 章 結論與建議 ......................................................................................................... - 82 -
5.1 結論 ......................................................................................................................... - 82 -
5.1.1 英文閱讀MSSR 能提昇英文科學業成績 ..................................................... - 82 -
5.1.2 IDC 興趣閱讀能展現班級穩定度，進而達到自主學習的目的 .................. - 83 -
5.1.3「自發」、「互動」與「共好」的閱讀好班級 ........................................... - 84 -
5.2 未來展望 ............................................................................................................... - 85 -
參考文獻 ............................................................................................................................. - 88 -
資料附錄 ............................................................................................................................. - 93 -
附錄一：學習紀錄表 ......................................................................................................... - 93 -
1. My Book Report 閱讀記錄(1A)-Story ....................................................................... - 93 -
2. My Book Report 閱讀記錄(1B)-Pictures ................................................................... - 94 -
3. My Book Report 閱讀記錄(2)-Nonfiction .............................................................. - 95 -
4. My Book Report 閱讀記錄(3)-經驗與推論 ............................................................. - 96 -
5. My Book Report 閱讀記錄(4)-SWBST ...................................................................... - 97 -
6. Magic Tree House Reading Report (5) ....................................................................... - 98 -
7. Nate the Great Reading Report (6) ............................................................................. - 99 -
8. Create Your Own Story 故事創建 ............................................................................ - 100 -
9. Character Building 人物創建 .................................................................................... - 101 -
10. Draw pictures/ Separate scenes 創造故事/分景圖 ................................................. - 102 -
11. The Story Mountain 故事山 .................................................................................... - 103 -
附錄二：SBASA 英文寫作評量標準 ............................................................................ - 104 -
附錄三：閱讀寫作與英文課問卷 ................................................................................... - 107 -
附錄四：閱讀興趣與自我效能問卷 ............................................................................... - 111 -
附錄五：寫作學生作品 改編故事 (1)~(5) ................................................................. - 113 -
附錄六：七年級閱讀書書單 ........................................................................................... - 120 -
附錄七：八年級閱讀書書單 ........................................................................................... - 129 -
附錄八：九年級閱讀書書單 ........................................................................................... - 147 -
附錄九 : 國中教育會考各科等級加標示百分比統計表106 學年度到110 學年度 ..... - 161 -參考文獻 參考文獻
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