本研究旨在行動研究歷程中，建構出以交互教學法結合文句脈絡策略提升國小聽障學生詞彙及文意理解的教學流程，以一名語文學習表現低落之國小六年級聽障學生為研究對象，在教學介入過程中，以自編測驗及口頭回答歷程紀錄評估學生在各教學階段詞彙及文意理解表現的變化。第一階段行動執行初步設計之教學流程。第二階段在反思後調整教學流程細節，並同步形塑調整後之教學流程。第三階段採滾動式調整，建構出交互教學法結合文句脈絡策略的教學流程，並檢視教學成效。關於學生的學習成效，從自編詞彙理解測驗表現來看，第一階段表現持平，第二階段的後測大多優於前測，第三階段的後測優於前測，且在分數上有進步。同時，學生在自編文意理解測驗的表現，各階段的後測均優於前測，進步幅度最高達60分。從口頭回答歷程變化來看，學生一開始多以念課文來回應，之後教學調整為學生圈選不懂詞彙、教導由字意推導詞意、具體化提問和調整追問技巧等；在第二階段學生會從文意答題但較為零碎，教學調整為提問單輔助、跨段落引導、示範上下文線索搜尋、依事件發展順序敘寫摘要關鍵字等。最後，學生能從上下文找線索以推導不懂詞彙的語意，並以完整句做摘要，顯示良好的學習成效。

This study aimed to apply the action research method to construct the teaching process by using the reciprocal teaching technique integrating context clues in teaching a student with hearing impairment. The self-compiled teaching tasks and oral responding process were used to evaluate the performance change of vocabulary and contextual comprehension in different stages. The first stage was to execute the preliminary teaching process. In the second stage, the detailed process of teaching protocol was gradually formed and modified. In the third stage, the reciprocal teaching and context clue strategies were established to examine teaching effectiveness. The student’s performance of vocabulary comprehension evaluated by the self-complied tests had shown progress by comparing the performance of the pre- and post-tests across stages, especially in the third stage. For the assessment of contextual comprehension abilities, most of the posttest scores were higher than that of pre-tests, showing the positive effects of this teaching protocol. When examined the student’s oral responses, the student mainly used reading text to answer most of the questions raised by the teacher regarding the vocabulary and context comprehension in the beginning. Through adjusting guidance, the student was able to answer some of the questions by using the textual content, although the answers were fragmentary. Eventually, when adapted visual assistance, the student could find clues by himself from the context to deduce the semantic meaning of the vocabulary he didn’t understand, and was able to summarize the text in complete sentences. In conclusion, the study demonstrated positive effectiveness by integrating context clues into reciprocal teaching on improving the vocabulary and contextual comprehension in the student with hearing impairment.

交互教學法; 文句脈絡策略; 詞彙理解; 文意理解; 聽障學生

reciprocal teaching method; context clues; vocabulary; contextual comprehension; hearing impairment