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題名:數學文本閱讀理解模式之建立及其驗證之研究---以角度單元為例
作者:秦麗花
作者(外文):Li-Hua Chin
校院名稱:國立高雄師範大學
系所名稱:特殊教育學系
指導教授:邱上真
學位類別:博士
出版日期:2003
主題關鍵詞:數學閱讀理解模式數學閱讀特殊技能數學閱讀指導文本改編the model of mathematics reading comprehensionmathematical reading comprehension special skillsinstruction in reading mathematics textrevised mathematics text
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(2) 博士論文(1) 專書(1) 專書論文(1)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:0
  • 點閱點閱:112
摘 要
本研究目的在探討數學閱讀的內涵及其理解模式,研究者以文獻探討與先導研究做為基礎,用國小四年級數學「角度」為素材,分三階段進行,先調查高雄市336位學生,再以270位學生進行實驗,研究顯示:
數學閱讀有特定的學科閱讀技能,包含數學先備知識、數學圖示理解、數學詞彙符號理解、和數學作圖程序理解。在本研究中,以認知因素為主的數學閱讀理解模式,除學科特定閱讀技能外,尚包含一般語文理解與數學閱讀背景知識;若結合認知與情意因素為主的數學閱讀理解模式,則加入學生對數學文本的情意,兩模式的模式適合度都很適切。學生數學閱讀理解與教師閱讀指導、文本設計有關,經實驗結果,經由文本改編可提升閱讀理解,但未證明閱讀指導有效。
根據結論,分別對學科閱讀模式建立、實務教師、出版商和未來研究提供建議。
關鍵字:數學閱讀理解模式、數學閱讀特殊技能、數學閱讀指導、
文本改編
THE DEVELOPMENT OF A MODEL AND EXPERIMENTAL STUDIES FOR MATHEMATICS TEXT READING COMPREHENSION:
ANGLE UNIT IN THE MATHEMATICS TEXT AS AN EXAMPLE
Li-Hua Chin
Abstract
The purposes of this study were two folds: 1) to develop a model of mathematics text reading comprehension by investigating the specific traits inherent in the mathematical reading as well as its related influencing factors; 2) to validate this model using Solomon four-group experimental design. On the basis of both the literature review and the pilot study, the project was divided into three parts, which were partially linked to each other. The material utilized was the angle unit in the fourth-grade mathematics text. There were two groups of research subjects in the study, 336 and 270 elementary students in Kaohsiung. The first research subjects formed the basis for the analysis of the mathematics reading comprehension skills, whereas the second research subjects were employed in the experiment of specialized instruction in reading mathematics text. The main findings from this research are as follows.
Mathematics reading was shown to have specific content-area reading skills, including prior knowledge of mathematics, reading comprehension for mathematical illustration, a good understanding of mathematical vocabulary and symbol, in concert with comprehension of procedural knowledge for plotting. In addition to the specific content-area reading skills, mathematical reading comprehension was comprised of reading comprehension, along with background knowledge of content-area reading. In relation to personal factors, mathematical reading comprehension had moderate correspondence with students’ cognition, but exhibited low correlation with students’ affective reactions to mathematics. As for the environment effect, whether or not teachers offered specialized instruction in reading mathematics text relied on the text content. Finally, the revised text proved to be able to significantly promote reading comprehension, but no significant effects were found for the specialized instruction in reading.
According to the above findings, suggestions were provided pertinent to the content-area reading model, teacher, text publisher, as well as future research issues.
Key words: the model of mathematics reading comprehension,
mathematical reading comprehension special skills,
instruction in reading mathematics text, revised mathematics text.
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