Using schema reading strategy to enhance senior form student's reading comprehension ability = Yun yong tu shi yue du jiao xue ce lüe ti sheng gao zhong xue sheng yue du neng li

Abstract

This dissertation based on the Cognitive Load Theory, focuses on the effectiveness of using schema reading strategy to enhance secondary five students’ reading comprehension ability. An action research, consists of designing reading worksheets, tests, guiding students using schema reading strategy and observing lessons, in order to promote students’ self-monitoring skill during reading comprehension as well as the effectiveness of the research. The findings conclude: (1) a positive significant on the effects of cognitive load management by modifying the teaching materials for students; (2) using schema reading strategy to enhance secondary five students’ reading comprehension ability.

本研究目的在於應用認知負荷理論，設計一個提升香港中學五年級學生閱讀策略的教學課程，以探討圖式閱讀策略對提升高中學生閱讀能力的成效。本行動研究利用閱讀教材、閱讀測卷和課堂觀察，進行兩個循環的閱讀教學過程，包括計劃、實踐、觀察和反思，藉以調整教學設計和教學模式。結果發現，認知負荷理論對閱讀教學設計的重要性，老師應確保閱讀教材具適度的認知負荷，以免妨礙學生的閱讀效能，亦應注意訓練學生運用圖式閱讀策略，適當地自我監控閱讀過程，從而提升閱讀能力。