在文化中學習自主閱讀科學文本：「回應排灣文化的科學閱讀課程」之設計與發展

Application of Culturally Responsive School-Based Evaluation Model to School-Based Curriculum

本研究目的在針對排灣族學童發展一套文化回應科學閱讀課程，透過該課程教導原住民學童自主閱讀理解科學文本。文中首先回顧相關文獻作為理論基礎，接著說明文化回應科學文本的設計與發展，然後介紹包含教導瀏覽、理解監控、提問和概念圖等四項閱讀策略的科學閱讀教學模組。研究成果可作為在原住民學校推廣科學閱讀的參考。

The purpose of this study is to develop a culturally responsive science reading curriculum for children of Paiwan. First, related research was reviewed as the theoretical basis. Then the design and development of a series of culturally responsive science texts were described. Finally, the design of science reading instruction model were explained. The model aimed to instruct students to use four reading strategies (skimming, comprehension monitoring, questioning, and concept mapping) strategically during reading of science texts. This proposed curriculum could be applied in indigenous elementary schools.