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題名:多重閱讀理解策略系統對閱讀理解力影響-以線上與紙本分析
作者:林文藝
作者(外文):Lin, Wen-Yi
校院名稱:國立嘉義大學
系所名稱:教育學系研究所
指導教授:黃芳銘
學位類別:博士
出版日期:2017
主題關鍵詞:多重線上閱讀策略紙本閱讀閱讀理解能力multiple online reading strategiespaper-readingreading comprehension
原始連結:連回原系統網址new window
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在競爭激烈的21世紀,知識素養和創造力是國家重要的命脈,也是資訊科技發展迅速的年代,當然閱讀為學習之基礎,亦是知識獲得的重要技能,本研究之目的在於根據Mayer (1996) 閱讀理解歷程SOI (selecting-organizing-integrating) 模式建置一個多重閱讀理解策略系統,並配合過去研究所得之相對應的閱讀歷程,來探討科技的應用與紙本閱讀對學童閱讀理解力的差異性,並且探討即在根據閱讀理解歷程設計相對應的多重線上閱讀理解策略系統,藉以了解學童使用多重線上閱讀理解策略系統進行線上閱讀與學童使用相同閱讀策略進行紙本閱讀,對學童閱讀理解能力(理解文章基本事實、比較分析、抽取文章大意)是否有所影響。研究對象為中部地區二所公立國民小學五年級與六年級學童,其學童採取常態分班,研究以其中五年級和六年級各兩班進行線上閱讀文章和測驗試題,為實驗組,共122人;而另五年級和六年級各兩班則進行紙本閱讀與紙筆測驗進行施測,為控制組,共123人,總計獲得有效問卷245份。
研究結果顯示,學童使用多重閱讀理解策略線上閱讀系統設計的重點畫記策略、概念圖填充策略、摘要策略完成閱讀後,有助於提升五年級學童閱讀理解能力,尤其在理解文章基本事實能力與比較分析能力中表現更優。建議未來教導學童閱讀時,可以利用多重線上閱讀呈現方式,提高學童閱讀理解能力。
另外,未來教導學童閱讀方式,可依據Mayer (1996) 的SOI模式3個多重策略系統包含重點畫記策略、概念圖填充策略、摘要策略三種,先找出文章的主旨句或重點句,以及用圖表工具發險概念圖(網絡圖、心智圖、階梯圖、流程圖、矩陣圖)協助教師發展具階層性、統整及適於學生學習順序的科學課程,協助學會瀏覽段落句子。並與學童理解文章以畫記方式、比較分析能力利用概念圖填充策略,抽取文章摘要策略,有助於學生閱讀上策略更加緊密。
In the competitive 21st century, knowledge and creativity play vital roles in a country’s productivity. As information technology advance at a rapid pace, reading is as important as ever as a basic skill for learning and acquiring knowledge. Based on Mayer’s reading comprehension process SOI (selecting-organizing-integrating) model (1996), the present study created a multi-reading comprehension strategies system. By drawing comparison with past research in reading processes, this study explores the differences in students’ reading comprehension between using digital application and reading on paper. The participants of this study were 5th and 6th graders from two public elementary schools in normal class grouping in central Taiwan. Among them, four classes of 5th and 6th graders received online-reading and online-testing, while the other four classes underwent paper-reading and paper-testing. In the end, 245 effective questionnaires were collected in the study.
Statistical results showed that students who did online reading were not influenced on their performances due to different articles. By doing online reading, 5th graders achieved same reading comprehension performances as 6th graders. In addition, training reading ability online did not cause gap in the three abilities of understanding basic facts, comparison analyzing, and summarizing an article. In conclusion, multi-online-reading is beneficial as a strategy for teaching students reading.
In addition, approaches for teaching student reading could be based on three multifunctional strategies in Mayer’s (1996) SOI model, including highlighting important information, concept mapping, and summarizing, to help students identify topic sentences or important sentences in an article. Also, graphic instruments can be used to build concept maps (e.g., network maps, mind maps, hierarchical maps, flowcharts, and matrix diagrams) to help teachers develop hierarchical and integrated science programs which are suitable for students’ learning process as well as helping students learn to skim sentences and paragraphs. Overall, this study found that using highlighting methods, concept mapping, and summarizing strategies for students to understand articles can improve students’ comparative analysis capabilities, and the methods also can help students achieve better performance on reading comprehension.
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