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題名:摘要策略訓練對國小四年級學生摘要能力與閱讀理解能力影響之研究
作者:邱彥瑄
作者(外文):Yen-Hsuan Chiou
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:張新仁
學位類別:博士
出版日期:2013
主題關鍵詞:摘要策略訓練閱讀理解摘要能力閱讀理解能力summarization strategy trainingreading comprehensionsummarization abilityreading comprehension ability
原始連結:連回原系統網址new window
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本研究旨在發展一套融入國小四年級國語科現有課程的摘要策略訓練,使得摘要教學變成具體且明確的教學模式,以降低學生摘要工作的認知難度,並檢視此訓練對於提昇學生摘要能力和閱讀理解能力之效果。
本研究為期十二週的「摘要策略訓練」,採用「漸進釋放責任的直接教學模式」,以高雄市某國小四年級學生52人為研究對象,採「不等組前後測」準實驗研究設計,「教學方法」(實驗組與控制組)與「學習成就」(高、低學習成就)為自變項,以「摘要能力」與「閱讀理解能力」為依變項,進行二因子共變數分析,探討接受不同教學方法與不同學習成就的學生,在摘要能力與閱讀理解能力之成效差異。研究結論如下:
一、在「摘要能力」方面:包括「重點辨識能力」、「重點濃縮能力」及「重點統整能力」等三個向度。
(一)在「重點辨識能力」上,「實驗組」成績顯著優於接受一般教學的「控制組」。
(二)在「重點濃縮能力」上,「實驗組」成績與接受一般教學的「控制組」並無顯著差異。而且高、低學習能力組之結果亦如是。
(三)在「重點統整能力」上,「實驗組」成績顯著優於「控制組」。
二、在「閱讀理解能力」上,「實驗組」分數顯著優於「控制組」。
三、在「摘要測驗」與「閱讀理解測驗」之關係上,「實驗組」於「重點辨識能力」、「重點濃縮能力」成績,皆與「閱讀理解能力」呈現正相關;唯在「重點統整能力」與「閱讀理解能力」並無顯著相關。
四、在「不同表現水準」方面:包括實驗組與控制組之學生於摘要測驗與閱讀理解測驗的表現。
(一)在摘要能力的表現之分析
1.在段落摘要方面:表現水準較優秀的學生,能寫出的摘要作品,具有以下五點特性:(1)能準確地判斷文章重要概念、(2)能刪除不重要或重複訊息、(3)能選擇文章的重要概念、(4)能以簡短文字寫出文章摘要、(5)能寫出通順流暢的文句。
2.在全篇主旨方面:表現水準較優秀的學生,能寫出的摘要作品,除了具備以上五項特點外,還能夠展現歸納、潤飾與統整等高層次的摘要能力。
(二)在閱讀理解能力的表現之分析:本研究所採用的閱讀理解測驗題型,包括單選題、問答題以及填充題等三種類型。在閱讀理解測驗問答題表現水準較優秀的學生,能寫出的問答題,具有以下三點特性:(1) 能確實理解文章的內容、(2) 能依據文章內容,寫出具有支持性的答案、(3) 能依據文章內容,寫出確實具體的答案。
最後,研究者針對研究結論,提出對於「摘要策略訓練」、「閱讀理解」及「未來研究」之建議。
關鍵字:摘要策略訓練、閱讀理解、摘要能力、閱讀理解能力
Effects of Summarization Strategy Training for the 4th Grade Students on Summarization Ability and Reading Comprehension
Abstract
The purpose of this research is to develop a summarization strategy training involving the 4th grade Chinese curriculum, implement the practical teaching model to decrease students’ summarizing difficulty and exam the effects of training to enhance students’ summarization and reading comprehension ability.
The research adopted the ‘direct teaching method of gradual release responsibility model’, training session for 12 weeks. A quasi-experimental design was employed and the subjects were 52 4th graders from an elementary school in Kaohsiung. Teaching method (the experimental group and the control group) and learning performance (students with high and low ability groups) served as independent variable; and summarization ability and reading comprehension ability served as dependent variable. Two-way ANCOVA was used to analyze the data. The results were as the follows:
1. Summarization ability: including the ability of finding main ideas, the ability of reducing information and the ability of integrating information.
(1) The ability of finding main ideas: the experiment group showed better results than the control group.
(2) The ability of reducing information: there was no significant difference between the experiment group and the control group. Besides, the same result existed both in the high and the low ability groups.
(3) The ability of integrating information: the experiment group showed better results than the control group.
2. Reading comprehension ability: the experiment group performed better than the control group.
3. The correlations between summarizing test and reading comprehension test: the abilities of finding main ideas and reducing information had a significantly positive correlation. However, there was no correlation between the ability of integrating information and the reading comprehension ability.
4. Different levels of performances: including the performances of the experiment group and the control group in summarizing test and reading comprehension test.
(1) The performances of finding main ideas
A. Paragraph summary:
The students having better summarization ability possessed five characteristics as the below: (a) the ability of accurately realizing the main ideas of the text, (b) the capacity for deleting unimportant or redundant information, (c) the ability of choosing the main concepts, (d) the competence of summarizing the texts with few words and (e) the skill of writing fluent sentences.
B. Main ideas of the texts:
Besides having the five characteristics mentioned above, the students having better summarization ability also demonstrated the higher ability of generalization, polish and integration.
(2) The performances of reading comprehension test:
The reading comprehension test consists of multiple-choice items, short answer items, and blank-fillingitems. Students having better performances in reading comprehension test had three characteristics when answering short answer items: (A) the absoluteness of understanding the content of texts, (B) the ability ofwriting supportive answers based on the content of texts, and (C) the competence of writing concrete answers based on the content of texts.
Finally, the researcher gives the suggestions in the aspects of summarization strategy training, reading comprehension and further research.
Key words: summarization strategy training, reading comprehension, summarization ability, reading comprehension ability
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