本研究旨在探討自我提問教學對於台灣高中生在提問層次及閱讀理解表現上的影響，並分析提問層次與閱讀理解表現的關聯。研究者以北部某高中的57位高一生為研究對象，進行兩堂課的自我提問教學，教導學生自我提問的意義、PISA閱讀素養問題層次，以及提問句型，並透過課堂閱讀與討論熟悉自我提問。此外，本研究亦探討讀者的先備知識與後設認知覺識對提問層次及閱讀理解表現的影響。研究者以單組前後測設計，分別於教學介入前後蒐集學生的文本主題先備知識、自我提問層次表現、閱讀理解表現，以及針對閱讀策略的後設認知覺識。研究結果顯示，學生提出的問題仍以低層次的「表徵字面意義」為主，而自我提問層次與閱讀理解表現在教學介入前後並無顯著差異。此外，提問層次與閱讀理解間並未發現關聯。從讀者特性對自我提問的表現來看，學生的先備知識與後設認知覺識有交互作用。在低先備知識者的表現中，後設認知覺識越高，提問層次越高。而從讀者特性對閱讀理解的表現來看，先備知識的差異會影響其在閱讀理解的表現，在高層次的「省思形式與內容」表現上尤其顯著。先備知識越高，「省思形式與內容」的閱讀理解表現越佳。;The present study explored the effects of self-questioning instruction on Taiwanese high-school students’ performance of question quality and reading comprehension. Besides, the relationship between the quality of questions and reading comprehension was analyzed. Participants were 57 tenth graders in a high school located in northern Taiwan. During the intervention, purposes of self-questioning while reading, question types under PISA reading literacy framework, and question stems were mentioned and modeled by the instructor then practiced by the participants through reading and discussion. In addition, readers′ prior knowledge and metacognitive awareness were examined to determine their effects on performance of question quality and reading comprehension. The experiment was under single-group design to collect data on reader characteristics and learning outcomes before and after the intervention.
The results indicated that students generated most of the questions on lower level (i.e., representation of literal meaning) before and after the intervention. No significant difference was shown on students′ quality of questions and reading comprehension. No correlation was found between the quality of questions and reading comprehension. Regarding the influence of readers’ characteristics, an interaction was discovered between students’ prior knowledge and metacognitive awareness on self-questioning performance. Among low-knowledge readers, the higher their metacognitive awareness was, the higher quality of questions they generated. On the other hand, students’ difference on prior knowledge positively affected their reading comprehension performance, especially on higher order of reading literacy (i.e., reflections on form and content).
