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題名：概念導向閱讀教學對國小五年級學生閱讀理解策略運用能力的影響
書刊名：區域與社會發展研究
作者：陳海泓 引用關係
作者(外文)：Chen, Hai-hon
出版日期：2013
卷期：4
頁次：頁61-93
主題關鍵詞：合作學習；概念導向閱讀教學；閱讀理解策略；閱讀理解策略運用能力；Cooperative learning；Concept-oriented reading instruction；CORI；Reading comprehension strategy；Reading comprehension strategy use
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:50
  • 點閱點閱:16
本研究旨在探討概念導向閱讀教學（Concept-Oriented Reading Instruction，CORI）融入社會領域教學對國小五年級學生閱讀理解策略運用能力的影響。在CORI中教師明確教導學生探究問題、搜尋、自我提問、圖形組織、摘大意、理解監控、資料統整等策略來理解所讀的內容，並以小組合作學習方式進行單元學習。採準實驗研究之不等組前後測設計，以高雄市一所國小、臺南市兩所國小，共計169位五年級學生為實驗對象，實驗組學生84位，進行CORI教學；控制組學生85位，則以社會領域教科書進行教學。三校選用的教科書版本不同，實驗教學單元不同，但同一學校實驗組和控制組的教科書、教學單元、教學目標相同。實驗教學12－14週，以「閱讀理解策略運用能力評量」作為研究工具進行前、後測。以單因子共變數分析進行資料處理。研究結果指出：一、概念導向閱讀教學沒有增進學生的關鍵字能力。二、三所學校進行概念導向閱讀教學，有兩所學校的五年級學生在資料搜尋的能力和自我提問的能力顯著優於傳統教學的學生。三、三所學校進行概念導向閱讀教學後，學生在圖形組織能力、摘要能力、資料統整能力和策略運用能力總分都顯著優於傳統教學的學生。
This study investigated the effects of teachers' implementation of Concept-Oriented Reading Instruction (CORI) principles in the content area of social studies on fifth graders' reading strategy use. Following quasi-experimental method, six classes of elementary school fifth graders from one school of Kaohsiung city and two schools of Tainan city were used as samples. Eighty-four students of the experimental group were taught in CORI, while 85 students of the controlled group were taught in traditional instruction. The experimental instruction intervention was last for twelve to fourteen weeks. 'Comprehension Strategy Use Measure' was used as instruments to collect data. ANCOVA was used to analyze the data. Results indicated that:1. There was no significant difference between CORI and traditional instruction in keywords.2. There were significant differences between CORI and traditional instruction in searching materials and self-questions among two of three schools. CORI students got higher scores than traditional instruction students.3. There were significant differences between CORI and traditional instruction in graphic organizer, summarization, integration, and reading strategy use.
期刊論文
1.張瀞方、朱懿幰、賴苑玲(20111200)。運用摘要策略於國小五年級學童社會領域文本閱讀之研究。區域與社會發展研究，2，37-56。new window  延伸查詢new window
2.Guthrie, J. T.、McRae, A.、Klauda, S. L.(2007)。Contributions of concept-oriented reading instruction to knowledge about interventions for motivations in reading。Educational Psychologist，42(4)，237-250。  new window
3.Almasi, J. F.(1995)。The nature of fourth graders' sociocognitive conflicts in peer-led and teacher-led discussions of literature。Reading Research Quarterly，30(3)，314-351。  new window
4.Wigfield, Allan、Guthrie, John T.、Tonks, Stephen、Perencevich, Kathleen C.(2004)。Children's motivation for reading: Domain specificity and instructional influences。The Journal of Educational Research，97(6)，299-310。  new window
5.Davey, B.、McBride, S.(1986)。Generating Self-questions after Reading: A Comprehension Assist for Elementary Students。Journal of Educational Research，80(1)，43-46。  new window
6.Guthrie, J. T.、Van Meter, P.、Hancock, G. R.、Alao, S.、Anderson, E.、McCann, A.(1998)。Does concept-oriented reading instruction increase strategy use and conceptual learning from text?。Journal of Educational Psychology，90(2)，261-278。  new window
7.Guthrie, J. T.、Weber, S.、Kimmerly, N.(1993)。Searching documents: Cognitive processes and deficits in understanding graphs, tables, and illustrations。Contemporary Educational Psychology，18(2)，186-221。  new window
8.Walmsley, A.、Muniz, J.(2003)。Cooperative learning and its effects in a high school geometry classroom。The Mathematics Teacher，96(2)，112-117。  new window
9.Griffin, C. C.、Malone, L. D.、Kameenui, E. J.(1995)。Effects of graphic organizer instruction on fifth-grade students。The Journal of Educational Research，89(2)，98-107。  new window
10.黃萬居(19930600)。國小學生的概念構圖和自然科學學習成就之研究。臺北市立師範學院學報，24，47-66。  延伸查詢new window
11.Rinehart, S. D.、Stahl, S. A.、Erickson, L. G.(1986)。Some Effects of Summarization Training on Reading and Studying。Reading Research Quarterly，21，422-438。  new window
12.Slavin, R. E.(1991)。Synthesis of research on cooperative learning。Educational Leadership，48(5)，71-82。  new window
13.Guthrie, J. T.、Wigfield, A.、VonSecker, C.(2000)。Effects of integrated instruction on motivation and strategy use in reading。Journal of Educational Psychology，92(2)，331-341。  new window
14.Wigfield, A.、Guthrie, J. T.(1997)。Relations of children's motivation for reading to the amount and breadth of their reading。Journal of Educational Psychology，89(3)，420-432。  new window
15.Schunk, Dale H.、Hanson, Antoinette R.、Cox, Paula D.(1987)。Peer-model attributes and children's achievement behaviors。Journal of Educational Psychology，79(1)，54-61。  new window
16.King, Alison(1994)。Guiding Knowledge Construction in the Classroom: Effects of Teaching Children How To Question and How To Explain。American Educational Research Journal，31(2)，338-368。  new window
17.吳裕聖、曾玉村(20030300)。概念構圖教學策略對小五學生科學文章理解及概念構圖能力之影響。教育研究集刊，49(1)，135-169。new window  延伸查詢new window
18.Guthrie, J. T.、Wigfield, A.、Barbosa, P.、Perencevich, K. C.、Taboada, A.、Davis, M. H.、Scafiddi, N. T.、Tonks, S.(2004)。Increasing reading comprehension and engagement through concept-oriented reading instruction。Journal of Educational Psychology，96(3)，403-423。  new window
19.陸怡琮(20110900)。摘要策略教學對提升國小五年級學童摘要能力與閱讀理解的成效。教育科學研究期刊，56(3)，91-118。new window  延伸查詢new window
20.凌秀英、陳海泓(20111200)。概念構圖閱讀教學策略對國小三年級學童說明文體閱讀理解歷程能力之研究。教育研究論壇，3(1)，141-160。new window  延伸查詢new window
21.Guthrie, J. T.、Anderson, E.、Alao, S.、Rinehart, J.(1999)。Influence of concept-oriented reading instruction on strategy use and conceptual learning from text。The Elementary School Journal，99(4)，343-366。  new window
22.Lutz, S. L.、Guthrie, J. T.、Davis, M. H.(2006)。Scaffolding for engagement in learning: An observational study of elementary school reading instruction。Journal of Educational Research，100(1)，3-20。  new window
23.MacDonald, J. D.(1986)。Self-generated questions and reading recall: Does training help?。Contemporary Educational Psychology，11(3)，290-304。  new window
24.Ponce, H. R.、Lopez, M. J.、Mayer, R. E.(2012)。Instructional effectiveness of a computersupported program for teaching reading comprehension strategies。Computer & Education，59，1170-1183。  new window
25.Oliver, K. M.(2009)。An investigation of concept mapping to improve the reading comprehension of Science texts。Journal of Science Education & Technology，18(5)，402-414。  new window
26.Novak, Joseph D.、Bob Gowin, D.、Johansen, Gerard T.(1983)。The use of concept mapping and knowledge vee mapping with junior high school science students。Science Education，67(5)，625-645。  new window
27.Brown, A. L.、Day, J. D.(1983)。Macrorules for summarizing texts: The development of expertise。Journal of Verbal Learning and Verbal Behavior，22(1)，1-14。  new window
28.Slavin, Robert E.(1996)。Research on cooperative learning and achievement: What we know, what we need to know。Contemporary Educational Psychology，21(1)，43-69。  new window
會議論文
1.莊惠慈、陳海泓(2013)。概念導向閱讀教學對國小五年級學童閱讀動機與閱讀理解策略使用之研究。2013教育高階論壇「數位時代之教育議題與發展」學術研討會。國立臺南大學。  延伸查詢new window
研究報告
1.陳海泓(2012)。概念導向閱讀教學對國小五年級學生閱讀動機、閱讀理解策略使用與閱讀理解力的影響 (計畫編號：NSC-101-2410-H-024-014)。臺南：臺南大學教育學系。  延伸查詢new window
學位論文
1.謝孟璋(2007)。運用摘要教學策略改善國小學童網路搜尋過程之關鍵詞使用與資訊選取能力(碩士論文)。國立臺南大學。  延伸查詢new window
2.魏靜雯(2004)。心智繪圖與摘要教學對國小五年級學生閱讀理解與摘要能力之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.Anderson, E.(1998)。Motivational and cognitive influences on conceptual knowledge acquisition: The combination of science observations and interesting texts(博士論文)。University of Maryland，College Park。  new window
圖書
1.Swan, E. A.(2003)。Concept-oriented reading instruction: Engaging classrooms, lifelong learners。Guilford Press。  new window
2.Guthrie, J. T.、Wigfield, A.、Perencevich, K. C.(2004)。Motivating reading comprehension: Concept-oriented reading instruction。Mahwah, NJ：Lawrence Erlbaum Associates。  new window
3.Johnson, D. W.、Johnson, R. T.(1999)。Learning together and alone: Cooperative, competitive, and individual learning。Allyn and Bacon。  new window
4.Wigfield, A.、Guthrie, J. T.(1995)。Dimensions of children's motivations for reading: An initial study。Athens, GA：Universities of Georgia and Maryland, National Reading Research Center。  new window
單篇論文
1.Guthrie, J. T.，Bennett, L.，Faibisch, F. M.(1996)。Growth of literacy engagement: Change in motivation，Washington, DC：Office of Educational Research and Improvement。(ED 395 280)。  new window
其他
1.McRae, A.，Guthrie, J. T.(2008)。Teacher practices that impact reading motivation，http://www.readingrockets.org/article/35746/。  new window
2.PIRLS(2007)。PIRLS 2006 results released!，http://www.iea.nl/271.html。  new window
3.柯華葳(2008)。臺灣四年級學生參加國際閱讀素養調查結果（PIRLS 2006 報告），http://web1.nsc.gov.tw/ct.aspx?xItem=7659&ctNode=39&mp=1。  延伸查詢new window
圖書論文
1.Wiske, M. S.(1998)。What is teaching for understanding?。Teaching for Understanding。San Francisco：Jossey-Bass Publishers。  new window
2.Guthrie, J. T.(2003)。Concept-oriented reading instruction: Practices of teaching reading for understanding。Rethinking reading comprehension。Guilford Press。  new window
3.Guthrie, J. T.、Anderson, E.(1999)。Engagement in reading: Processes of motivated, strategic, knowledgeable, social readers。Engaged reading: Processes, practices, and policy implications。New York, NY：Teachers College Press。  new window
4.Guthrie, J. T.、McCann, A. D.(1997)。Characteristics of classrooms that promote motivations and strategies for learning。Reading engagement: Motivating readers through integrated instruction。Newark, DE：International Reading Association。  new window
5.Wigfield, A.(1997)。Children's motivations for reading and reading engagement。Reading engagement: Motivating readers through integrated instruction。Delaware：International Reading Association。  new window
6.Wentzel, K. R.(2005)。Peer relationships, motivation, and academic performance at school。Handbook of competence and motivation。New York：Guilford Publications。  new window
 
 
 
 
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