台灣自108學年度起，採用教育部發行的十二年國民基本教育課程綱要為課堂設計及教學的主要基石。其中，課綱將議題擴大為十九項，並且鼓勵教師在課堂教學之中，適當融入議題課程，以加強學生對不同議題的了解。各縣市的教育局也頒布其課程補充綱要，以符合各縣市的教育現況與目標。本計畫於新北市一所小學來進行教學，課堂中所使用的教學媒材為英語繪本。課堂中將教授不同的閱讀理解策略，以及使用圖像式組織圖，來探究學生的閱讀理解能力。本研究共有24名國小六年級生參與，接受為期八週以英語繪本為主的教學。研究開始之前，會有一個單字前測。研究過程中，學生會完成八張學習單。學習單一共分成兩個部分，第一個部分是圖像式組織圖。學生將利用圖像式組織圖，展現其對繪本內容的理解。第二個部分是回答問題。學生將透過繪本的圖片以及文字，進行推斷。在研究結束之前，受試者會有一個單字後測，以及要填寫一張問卷。本研究收集的資料包括單字前後測、學生的課堂學習單以及問卷，分析的方式採取質量並行的混和研究方式進行分析。

Since reading is an indicator for learners’ success, it is important for English as a Foreign Language learners to improve their reading comprehension ability. However, the effect of the use of graphic organizers on EFL students’ reading comprehension has not been well studied. The aim of this study is to explore the effect of the use of graphic organizers and reading comprehension strategies on sixth graders’ reading comprehension performance. The participants of the study were a class of 24 sixth graders in an elementary school in New Taipei City. The study lasted for 8 weeks, and eight picture books were selected as teaching and reading materials for instruction. The instruments were the vocabulary pretest and posttest, questionnaire, and worksheets. Before the study began, the participants took a vocabulary pretest. During the study, participants finished eight worksheets, which included two parts, the first being a graphic organizer. After participants read the selected materials, they were expected to use the graphic organizers to summarize the story content to show their understanding. The second part of the worksheets was a question used to check whether participants could use both pictures and text from picture books to make inferences. At the end of the study, the participants took a vocabulary posttest and filled in a two-part questionnaire. The first part consisted of 14 statements for participants to show their attitudes toward picture books, reading strategies, and graphic organizers. The second part was for participants to share their perspectives on their participation in this study. The quantitative data were calculated as mean values, and the qualitative data were analyzed on the basis of the rubrics designed by the researcher. The findings of the study showed that reading strategies can scaffold participants’ reading comprehension, and the use of graphic organizers facilitate participants’ reading comprehension performance. In addition, the participants can make inferences after reading picture books.

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