关于 30 分钟阅读干预计划的现象学研究

Sheryl Mae Q. Otom
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摘要

本研究旨在考察达沃德奥罗分区所选中学开展 30 分钟阅读干预计划的情况。此外,这项工作还旨在了解学生和教师的经验、遇到的问题、应对问题的机制以及开展阅读计划的最佳做法。研究采用了定性研究设计,特别是现象学研究。研究人员使用经过验证的访谈指南问题,对达沃德奥罗分区选定的阅读教师和阅读专家进行了深入访谈。研究结果表明,教师在开展阅读计划过程中的经验各不相同,如学生兴趣下降、阅读计划未得到实施、学生感到厌倦、学生阅读能力提高、阅读材料存在问题等。有了这些经验,教师们为有效开展该计划做了准备,如首先为教师配备设备、为该计划定下基调、准备学习材料、要求学生提前阅读等,从而取得了积极的效果,并获得了许多启发式经验,如该计划对学生有好处,因为他们看到学生进步了,学到了知识。调查还显示,普遍遇到的问题是教师不参与、非阅读者拒绝接受他们的条件、家长的支持、计划的时间分配、理解能力差、学生人数难以管理以及缺乏阅读材料。在遇到这些问题和困难时,他们所采用的机制包括相关人员的参与、引入干预措施、提高词汇量、个性化课程、引入多种教学策略以及提供学习材料。在某种程度上,最佳做法包括使用不同的策略、采用慢速阅读、定期提供阅读机会、按时开展阅读活动、将阅读作为班级活动的一部分以及在教室里设立阅读角。建议提出,教师必须认识到阅读准备工作的重要性,并确定阅读计划的基调,避免出现技术性错误和偏差。应开展适当的培训和工作坊,实施有效的阅读策略,以满足学生的阅读需求和困难。最后,学校管理者、家长和利益相关者应在阅读需求方面建立强大的支持系统。 关键词:阅读计划,现象学研究
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A PHENOMENOLOGICAL STUDY ON THE 30-MINUTE READING INTERVENTION PROGRAM
The research aimed to examine the conduct of the 30-minute reading intervention program in the selected secondary schools of Davao de Oro Division. Further, this undertaking aimed at knowing the experiences of the students and the teachers, the problems encountered, mechanisms used in coping with the problems experienced, and the best practices developed conducting the reading program. It employed a qualitative research design specifically phenomenological study. Using validated interview guide questions, the researcher conducted an in-depth-interview among the selected reading teachers and reading specialists of Davao de Oro Division. The results of the study revealed that teachers’ experiences in the conduct of the reading program varied such as dwindling interest of the students, reading program not implemented, students getting bored, students improving in reading, problem with reading materials. With these experiences, teachers have made preparations to effectively conduct the program like equipping the teachers first, set the tone for the program, prepare learning materials and ask students to do advance reading which led to positive results and many inspiring experiences like program good for the students because they have seen that students improved and learned. It also revealed that the commonly encountered problems were the lacking of participation of the teachers, denial of non-readers in their condition, support from parents, time allotment for the program, poor comprehension, unmanageable number of students, and lack of reading materials. As they have experienced such problems and difficulties, the mechanisms used were involvement of concerned individuals, introduce interventions, improve vocabulary, individualized session, introduce varied teaching strategies, and provide learning materials. To some extent, the best practices revealed the usage of different strategies, adoption of slow readers, make reading opportunity regular, on time conduct of reading program, make reading part of the class program and existence of reading corners in the classroom. The recommendations suggested that teachers must embrace the importance of reading preparations, and set the tone of the program to avoid technical errors and discrepancies. Proper trainings and workshops implementing effective reading strategies should be done to cater the students’ reading needs and difficulties. Lastly, a strong support system among the school administrators, parents, and stakeholders in terms of reading needs. KEYWORDS: Reading Program, Phenomenological Study
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