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題名:文本內容與讀者先備知識對國小高年級學童文本理解之影響
作者:余妙芬
作者(外文):Miao-Fen Yu
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:傅粹馨博士
學位類別:博士
出版日期:2016
主題關鍵詞:文本理解文本內容讀者先備知識國小高年級學童text comprehensiontext contentreaders’ prior knowledgeschoolchildren in the 6th grade
原始連結:連回原系統網址new window
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本研究旨在瞭解國小高年級學童閱讀文本矛盾與文本內容錯誤之理解表現,以及文本內容與讀者先備知識對文本理解之影響。
本研究以高雄市某些行政區域的國小六年級學童為研究對象,採混合研究法進行研究一與研究二。「研究一」有206位學童參與「文本矛盾之理解測驗」,其中有18位學童接受訪談;「研究二」有196位學童參與「動物先備知識測驗」與「文本內容錯誤之理解測驗」,其中有20位學童接受訪談。以t考驗、二因子變異數分析與單因子變異數分析等統計方法考驗五個研究假設,並逐一討論各項結果,茲將本研究結論歸納如下:
一、國小高年學童的「文本矛盾理解」較「文本內容錯誤理解」表現
佳。
二、高分組的國小高年級學童閱讀「主旨不一致與細節不一致」之文
本矛盾理解表現,均高於低分組的國小高年級學童。
三、高分組的國小高年級學童閱讀「內文有錯、內文與結論有錯」之
文本內容錯誤理解表現,均高於低分組的國小高年級學童。
四、國小高年級學童閱讀「陳述正確」與「結論有錯」之文本理解表
現高於「內文有錯」與「內文與結論有錯」之文本理解表現。
五、國小高年級學童的閱讀「主旨不一致與細節不一致」文本有主動
與被動讀者反應,且相同讀者閱讀不同「主旨不一致與細節不一
致」產生前後不一致的反應。
六、國小高年級學童閱讀「陳述正確、內文有錯、結論有錯、內文與
結論有錯」之文本理解反應雖有不同,但有三種典型讀者特質。
七、國小高年級學童能運用個人先備知識與相關資源解決不同文本內
容的衝突。
最後,本研究根據上述研究結論提出具體建議,以供學校教師、教育相關單位與後續研究之參考。
The purpose of this study is (a) to show the text comprehension of schoolchildren after reading text contradiction and incorrect text content, and (b) to explain how the text content and readers’ prior knowledge influence on text comprehension of schoolchildren in the sixth grade.
This study employed mixed method, which two experiments and interview were involved in, to obtain an in-depth understanding of readers’ text comprehension by examining the performance of schoolchildren in the areas of Kaohsiung City. Two hundred and six schoolchildren participated in Experiment 1 and received “text contraction test” designed by this study, which 18 volunteers received interview two weeks after testing. One hundred and ninety-six schoolchildren engaged in Experiment 2 and received “animals prior knowledge test” and the test of “incorrect text content reading comprehension” designed by this study, which 20 of them received interview two weeks after testing.
This study tested five research hypotheses by implementing statistical analyses, including t-test, two way ANOVA, one-way ANOVA.
The results of this study revealed the following findings:
1.Overall, schoolchildren performed better in the “text contradiction test” than others did in the “incorrect text content test”.
2.The high- comprehension schoolchildren performed better in the “main point inconsistency” and “detail inconsistency” than those who in the low- comprehension.
3.The high- comprehension schoolchildren performed better in the “incorrect detail” and “incorrect detail and conclusion” than those who in the low- comprehension.
4.The schoolchildren performed better in the “ true statement” and “incorrect conclusion” than that in the “incorrect detail” and “incorrect detail and conclusion”.
5.The active readers and passive reader can be identified by examining the performance of reading “main point inconsistency” and “detail inconsistency”.
6.Three readers’ characteristics were identified in the “incorrect text content”, even though most schoolchildren have different characteristics in the reading comprehension.
7.The schoolchildren could sort out the different text contradiction and incorrect text content by using their prior knowledge and related resources.
In conclusion, this study provides workable suggestions based on findings, which could be as reference of further research for educational authority and researchers.
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