本研究旨在探討「課文本位閱讀理解策略」教學對國小補校新住民華語文閱讀理解應用之可行性和影響。藉由課文大意之刪除、歸納主題句與文章結構寫大意策略的實際教學了解新住民學生之學習表現和學習影響，及其對教學的回饋與建議。本研究採用個案研究法，以研究者所任教國小補校高二班八位新住民學生為研究對象，透過研究者的教師訪談、課室觀察、學生問卷、及學生學習文件資料進行質性詮釋與分析，獲得以下研究結果：1.新住民學生能透過刪除、歸納主題句和文章結構寫大意策略教學寫出段落大意或課文大意；2.新住民學生對於學習「課文本位閱讀理解策略」對其閱讀理解的幫助是肯定的；3.新住民學生對於學習「課文本位閱讀理解策略」仍有感到困難的地方，如該不該刪除的困擾、將重點也刪除、歸納時無法找出上層概念、無法判斷句子是否可作為主題句、以及很難以一個句子表達出課文的主旨大意等；4.新住民學生的心得：閱讀理解摘要策略的學習確實對閱讀理解有幫助，進而可以享受閱讀的樂趣並增進知識；5.新住民學生建議可以繼續安排這樣的課程，但希望能增加課程的教學時間並且多舉一些例子和練習讓他們更熟悉做法的運用。最後，研究者依據以上結論做自我教學省思與建議，以作為未來的研究者將來進行「課文本位閱讀理解策略」的教學與研究之參考。
The purpose of this study was to probe the feasibility of textbook-based reading comprehension strategy teaching on L2 Chinese reading comprehension for New Immigrants. Through the instruction in deletion, generalization, topic sentences, and the text structure, we can learn about the learning performance and learning impact of the new immigrant students, as well as their feedback and suggestions for teaching.This research was a case study. The participants were 8 new immigrant students of an elementary supplementary school. The research data was collected through interviews, questionnaires, observation and student portfolios. The collected data was analyzed by using qualitative description. As a result, the study came to the following conclusions: (1) The new immigrant students were able to write the summary of a paragraph or a text by using the deletion, generalization, topic sentences, and the text structure. (2) Their feedbacks on the assisstance of Chinese reading comprehension by using textbook-based reading comprehension strategies are positive. (3) They still have individual difficulties in learning these strategies. (4) Their experiences are that learning these strategies helps them improve their reading comprehension. They can therefore enjoy reading and learn more. (5) They suggested that this course be continued. They also suggested that the course's teaching duration be extended, and teachers provide additional examples in their teaching. Finally, the researcher offered self-reflections and suggestions based on the foregoing findings. These suggestions can be used for future researchers’ reference to undertake both teaching and research on textbook-based reading comprehension strategies.
