文章連貫性和人稱敘寫觀點對兒童道德故事主題理解之影響_

:::

詳目顯示

第 1 筆 / 總合 1 筆

/1頁

來源文獻資料
摘要
外文摘要
引文資料

題名：	文章連貫性和人稱敘寫觀點對兒童道德故事主題理解之影響
書刊名：	教育心理學報
作者：	連啟舜／張思潔
作者(外文)：	Lien, Chi-shun／Chang, Ssu-chieh
出版日期：	2016
卷期：	47:3
頁次：	頁391-415
主題關鍵詞：	文章連貫性；主題理解；敘寫觀點；閱讀理解；Narrative perspective；Reading comprehension；Text coherence；Theme comprehension
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:3 點閱:11

本研究目的在探討文章連貫性和人稱敘寫觀點對不同年紀兒童道德故事主題理解之影響，以了解不同年紀兒童對道德主題理解程度，並檢驗「文章連貫性」、「人稱敘寫觀點」對兒童道德主題之影響。本研究選取三篇道德故事加以改寫，分別操弄故事的文章連貫性及人稱敘寫觀點，形成「因果順敘+第一人稱」、「因果順敘+第三人稱」、「因果倒敘+第一人稱」及「因果倒敘+第三人稱」四個實驗版本，分別由三年級和五年級學童閱讀同一版本的三篇故事，在閱讀後測量其不同層次的閱讀理解表現。結果發現在自由回憶、字面理解、推論理解部分，五年級學童表現優於三年級，且文章連貫性有顯著的影響，學童在閱讀因果順敘版本表現較佳，本研究結果支持文章連貫性對兒童道德理解的假設。但是在兒童在不同人稱敘寫版本的理解表現上並未有明顯的差異。此外道德主題理解的層次，本研究中並未得到顯著的效果。本研究結果僅支持「文章連貫性」假設，而「人稱敘寫觀點」並沒有明顯效果。

以文找文

The purposes of this study were to investigate the effects of text coherence and narrative perspective on children’s moral theme comprehension at different grade levels and to test the effects of ＂text coherence＂ and ＂narrative perspective.＂ Three different moral stories were adapted and rewritten into four versions: first-person with chronological version, first-person with flashback version, and third-person with chronological version, third-person with flashback version. Participants were third and fifth graders recruited from an elementary school and randomly assigned to read one of the four versions. Four different measures were used to assess students’ comprehension performance, which included free recall, text-based representation, inference representation, and theme representation. The results showed that there were reliable main effects ofgrade level and coherence on free recall, textbase, and inference measures. Fifth graders outperformed third graders, and participants who read the causal coherent version performed better than those who read the less coherent version. However, there was no reliable main effect of narrative perspective, and no effect was found on measures of theme comprehension. The results of this study only supported ＂text coherent hypothesis, but did not support the hypothesis of narrative perspective.

以文找文

期刊論文
1.	Linderholm, T.、Everson, M. G.、Van den Broek, P.、Mischinski, M.、Crittenden, A.、Samuels, J.(2000)。Effects of causal text revisions on more- and less-skilled readers' comprehension of easy and difficult texts。Cognition and Instruction，18(4)，525-556。
2.	van den Broek, P.、Lynch, J. S.、Naslund, J.、Ievers-Landis, C. E.、Verduin, K.(2003)。The Development of Comprehension of Main Ideas in Narratives: Evidence from the Selection of Titles。Journal of Educational Psychology，95(4)，707-718。
3.	Narvaez, D.、Gleason, T.、Mitchell, C.、Bentley, J.(1999)。Moral theme comprehension in children。Journal of Educational Psychology，91(3)，477-487。
4.	van den Broek, P.(1988)。The effects of causal relations and hierarchical position on the importance of story statements。Journal of Memory and Language，27，1-22。
5.	Johnson, D. F.、Goldman, S. R.(1987)。Children's recognition and use of rules of moral conduct in stories。American Journal of Psychology，100(2)，205-224。
6.	Trabasso, Tom、Van den Broek, Paul W.(1985)。Causal thinking and the representation of narrative events。Journal of Memory and Language，24(5)，612-630。
7.	Trabasso, Tom、van den Broek, Paul、Suh, So Young(1989)。Logical necessity and transitivity of causal relations in stories。Discourse Processes，12(1)，1-25。
8.	連啟舜(20130600)。Text Coherence, Reading Ability, and Children's Scientific Understanding。教育心理學報，44(4)，875-904。
9.	陳碧月(2013)。淺論小說的敘事觀點。空大學訊，495，72-79。延伸查詢
10.	張瀛太(20090300)。從敘事視角之運用看朱西甯小說的寫作技巧。人文社會學報(國立臺灣科技大學)，5，129-149。延伸查詢
11.	Buehler, R.、Griffin, D.、Lam, K. C. H.、Deslauriers, J.(2012)。Perspectives on prediction: Does third-person imagery improve task completion estimates?。Organizational Behavior and Human Decision Processes，117，138-149。
12.	Graesser, A. C.、Bowers, C. A.、Olde, B.、Pomeroy, V.(1999)。Who said what? Source memory for narrator and character agents in literary short stories。Journal of Educational Psychology，91，284-300。
13.	Kintsch, W.、Welsch, D.、Schmalhofer, F.、Zimny, S.(1990)。Sentence memory: A theoretical analysis。Journal of Memory and Language，29(2)，133-159。
14.	Lehr, S.(1988)。The child's developing sense of theme as a response to literature。Reading Research Quarterly，23，337-357。
15.	Lorch, R. F.(2001)。Macrostructure in discourse comprehension。Psychology of International Encyclopedia of the Social & Behavioral Sciences，12，9122-9125。
16.	McIsaac, H. K.、Eich, E.(2002)。Vantage point in episodic memory。Psychonomic Bulletin & Review，9，146-150。
17.	Narvaez, D.、Bentley, J.、Gleason, T.、Samuels, S. J.(1998)。Moral theme comprehension in third grade, fth grade and college students。Reading Psychology，19，217-241。
18.	Ritchey, K. A.(2011)。How generalization inferences are constructed in expository text comprehension。Contemporary Educational Psychology，36，280-288。
19.	William, J. P.、Brown, L. G.、Silverstein, A. K.、de Cani, J.(1994)。An instructional program in comprehension of narrative themes for adolescents with learning disabilities。Learning Disability Quarterly，17，205-221。
20.	Afflerbach, P. P.(1990)。The influence of prior knowledge on expert readers' main idea construction strategies。Reading Research Quarterly，25(1)，31-46。
21.	Beck, I.、McKeown, M.、Sandora, C.、Kucan, L.、Worthy, J.(1996)。Questioning the author: A yearlong classroom implementation to engage students with text。Elementary School Journal，96，385-414。
22.	Gilabert, R.、Martínez, G.、Vidal-Abarca, E.(2005)。Some good texts are always better: Text revision to foster inferences of readers with high and low prior background knowledge。Learning and Instruction，15(1)，45-68。
23.	Goldman, S. R.、Reyes, M.、Varnhagen, C. K.(1984)。Understanding fables in first and second languages。NABE Journal，8(2)，35-66。
24.	Goldman, S. R.、Varnhagen, C. K.(1986)。Memory for embedded and sequential story structures。Journal of Memory and Language，25(4)，401-418。
25.	Graesser, A. C.、Millis, K. K.、Zwaan, R. A.(1997)。Discourse comprehension。Annual Review of Psychology，48(1)，163-189。
26.	Taylor, K. K.(1986)。Summary writing by young children。Reading Research Quarterly，21(2)，193-208。
27.	Vidal-Abarca, E.、Martinez, G.、Gilabert, R.(2000)。Two procedures to improve instructional text: Effects on memory and learning。Journal of Educational Psychology，92(1)，107-116。
28.	Williams, J. P.(1993)。Comprehension of students with and without learning disabilities: Identification of narrative themes and idiosyncratic text representations。Journal of Educational Psychology，85，631-641。
29.	Zwaan, R. A.、Magliano, J. P.、Graesser, A. C.(1995)。Dimensions of situation model construction in narrative comprehension。Journal of Experimental Psychology: Learning, Memory, and Cognition，21(2)，386-397。
30.	Graesser, A. C.、Singer, M.、Trabasso, T.(1994)。Constructing Inferences during Narrative Text Comprehension。Psychological Review，101(3)，371-395。
31.	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。
32.	Brown, Ann L.、Campione, Joseph C.、Day, Jeanne D.(1981)。Learning to learn: On training students to learn from texts。Educational Researcher，10(2)，14-21。

學位論文
1.	Houska, J. A.(2010)。The Influence of perspective and gender on the processing of narratives(博士論文)。University of Nevada，Reno, NV。

圖書
1.	Van Dijk, Teun A.(1980)。Macrostructures。Hillsdale, New Jersey：Lawrence Erlbaum。
2.	林文寶(1994)。兒童文學故事體寫作。台北：財團法人毛毛蟲兒童哲學基金會。延伸查詢
3.	柯華葳(1999)。閱讀理解困難篩選測驗。台北：行政院國家科學委員會。延伸查詢
4.	劉曉樺(2013)。寫作的祕密：寫不出好故事？向百位真正的大師取經吧！。台北：如果。延伸查詢
5.	Jurgen, W.(2012)。Your creative writing masterclass: Featuring Austen, Chekhov, Dickens, Hemingway, Nabokov, Vonnegut, and more than 100 contemporary and classic authors。London, England：Nicholas Brealey。
6.	National Reading Panel、National Institute of Child Health and Human Development(2000)。Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups。Washington, DC：National Institute of Child Health and Human Development, National Institutes of Health。
7.	Snow, C. E.(2002)。Reading for understanding: Toward an R&D program in reading comprehension。Santa Monica, CA：RAND Corporation。
8.	Applebee, Arthur N.(1978)。The child's concept of story: Ages two to seventeen。Chicago, IL：University of Chicago Press。
9.	黃秀霜(2001)。中文年級認字量表 : 指導手冊。臺北市：心理出版社。延伸查詢
10.	Kintsch, Walter(1998)。Comprehension: A paradigm for cognition。Cambridge University Press。
11.	Chall, J. S.(1983)。Stages of reading development。McGraw-Hill。
12.	van Dijk, Teun Adrianus、Kintsch, Walter(1983)。Strategies of discourse comprehension。Academic Press。
13.	Lieblich, Amia、Tuval-Mashiach, R.、Zilber, T.(1998)。Narrative Research: Reading, Analysis, and Interpretation。SAGE Publications。

圖書論文
1.	van den Broek, P.(1994)。Comprehension and memory for narrative texts: Inferences and coherence。Handbook of psycholinguistics。New York, NY：Academic。
2.	van den Broek, P.、Young, M.、Tzeng, Y.、Linderholm, T.(1999)。The landscape model of reading: Inferences and the online construction of a memory representation。The construction of mental representations during reading。Mahwah, NJ：Lawrence Erlbaum。
3.	Stein, Nancy L.、Glenn, Christine G.(1979)。An analysis of story comprehension in elementary school children。New Directions in Discourse Processing。ABLEX Publishing Corporation。
4.	Graesser, A. C.、Bowers, C.、Olde, B.、Chen, M.(1997)。Remembering who said what in short stories。The systemic and empirical approach to literature and culture as theory and application。Edmonton：RICL。
5.	Graesser, A. C.、Pomeroy, V. J.、Craig, S. D.(2002)。Psychological and computational research on theme comprehension。Thematics in psychology and literary studies。Amsterdam：John Benjamins。
6.	Louwerse, M. M.、van Peer, W.(2006)。Thematics。Encyclopedia of language & linguistics。Oxford, England：Elsevier。
7.	Stein, N. L.、Trabasso, T.(1982)。Children's understanding of stories: A basis for moral judgment and dilemma resolution。Verbal processes in children。New York, NY：Springer。
8.	Trabasso, T.、Secco, T.、Van den Broek, P. W.(1984)。Causal cohesion and story coherence。Learning and comprehension of text。Hillsdale, NJ：Lawrence Erlbaum。

推文
推薦
引用網址
引用嵌入語法
轉寄

top

:::

相關期刊
相關論文
相關專書
相關著作
熱門點閱

1.	國中地理科教科書文本結構類型與複雜度分析
2.	Text Coherence, Reading Ability, and Children's Scientific Understanding
3.	從敘事視角之運用看朱西甯小說的寫作技巧

1.	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
2.	先前知識與文章連貫性對國小學童閱讀理解之影響

1.	從中文閱讀理解看數學文字題題意之閱讀理解

無相關著作

1.	美國閱讀共同核心標準對閱讀教學的啟示

QR Code

臺灣人文及社會科學引文索引資料庫系統

詳目顯示

臺灣人文及社會科學引文索引資料庫