國中自然科學圖表閱讀策略教學之成效研究

A study on the Achievements of Teaching Reading Graphic Strategies of Science in Junior High School

本研究之研究目的在探討「圖表閱讀策略教學」對於九年級學生在自然科學學習成就的影響。研究方法採用「準實驗研究法」以實證資料驗證其效果，並輔以晤談資料的分析，以整理結論，提出具體建議。雲林縣雲建國中（代名）九級學生（學生平均年齡約14歲）為實驗對象，學校班級編班採「電腦亂數方式」排列形成班級，從中選一組為實驗組，另一組為控制組，學生數各60人。本研究於108學年度第一學期進行，為期七週，每週3節課，總計21節課。教學設計實驗組採「圖表閱讀策略教學」，控制組採傳統自然科學教學。教材是九年級自然科學第一章直線運動的兩個單元：速率與速度、加速度。
實驗組的教學策略模式，係參酌游婷雅（2017）提出的圖表閱讀的教學步驟，並加入Freebody & Luke（1990）的四個教學元素（包括解碼、意義建構、文本功用、批判分析）為基礎，整理設計圖表教學的步驟。實驗後將所得資料進行描述性統計、單因子共變數分析（ANCOVA），並配合晤談資料，以了解教師於圖表閱讀策略教學的意見。
本研究結論：
一、根據後測成績分析結果，圖表閱讀策略教學有助於九年級學生自然科學的學習成效。
二、教師認為採用圖表閱讀策略教學於國中自然科學的課程設計及教學實施是可行的，因為圖表閱讀策略教學能幫助學生搭起學習鷹架，教學過程中幫助學生做分析、描述、做結論，增進學生瞭解科學原理的能力。

The goal of this study was to investigate the effects of “teaching reading graphic strategies” on the science learning achievements among 9th graders. This study used the standard experiment procedures to prove the results and the interview analysis of the quality study to make the conclusion for further improvement in teaching. The classes of the school were formed by computer random system. Subjects were 9th graders(the average age was 14) with both 60 students in the experimental group and the control group. The experimental group received 7 weeks of“ reading graphic teaching”and the control group received traditional teaching method. The teaching materials were the two units of speed, velocity, acceleration of straight-line motion in the 9th science textbook.
The teaching strategies on the experimental group were based on the teaching steps in graphic reading of You Ya Ting (2017) and the foundation of Quinnell’ four teaching elements (2014) (including code breaking, meaning making, text using, critical analysis) to design the steps of reading graphic teaching. Statistical methods, such as descriptive statistics, ANOVA were adopted to analyze the collected data. Besides, suggestions from learners and other data were collected to improve the reading graphic teaching.
The major findings of this study were as follows :
1. According to the analysis of post-test, teaching reading graphic strategies were helpful in science learning effectiveness.
2. In the science learning, teachers realized that the reading graphic teaching was effective, because it could help students build scaffolding, analyze and make conclusions to improve the ability of realizing the scientific principles.