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題名:國小六年級學生閱讀圖畫故事書之閱讀立場及閱讀理解層次研究
作者:林秋先
作者(外文):Chiu-hsien Lin
校院名稱:國立臺南大學
系所名稱:教育經營與管理研究所博士班
指導教授:尹玫君
學位類別:博士
出版日期:2010
主題關鍵詞:讀者反應圖畫故事書閱讀立場閱讀理解reader responsepicturebookreader stancereader comprehension
原始連結:連回原系統網址new window
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國小六年級學生閱讀圖畫故事書之閱讀立場及閱讀理解層次研究
學生:林秋先 指導教授:尹玫君 教授
國立台南大學教育經營與管理研究所博士班
摘 要
本研究之目的藉由圖畫書的閱讀紀錄,探究六年級學生在口頭及書面反應的閱讀立場、閱讀理解層次及其兩者相關表現情形,並探討學生在圖畫書口頭反應所採取的閱讀理解策略,在書面反應閱讀立場選擇與回應之間的相關表現情形,最後再輔以閱讀活動後的個別訪談,從不同角度探究學生的閱讀立場和閱讀理解層次之間的相關性,將教學的經驗及研究成果分享予圖畫書教學者作為參考。
研究結果顯示圖畫書的口頭反應大部分以傳達立場為主,書面反應以審美立場為主;圖畫書口頭反應的閱讀理解層次達到部份解釋,書面反應的閱讀理解層次達到關鍵解釋;圖畫書口頭和書面反應的閱讀立場與閱讀理解層次之間皆有顯著相關;低階閱讀理解層次學生在圖畫書書面問題立場之選擇與回應有顯著相關,而高階閱讀理解層次學生在圖畫書書面問題立場之選擇與回應無顯著相關。
Research on six grade students’ reading stance and the level of reading comprehension of picture storybook reading
Student:Chiu-Hsien Lin Advisors:Mei-Chun Yin, Ph.D.
Graduate Institute of Educational Entrepreneurship and Management National University of Tainan
ABSTRACT
The purpose of this research is based on the recordings on reading picture book made by grade six students, 3 boys and 3girls in this study, to explore the reading stance and the level of reading comprehension represented in oral and written responses respectively, and the related performance of both. In addition, the research discuses the strategies of reading comprehension adopted by the students in oral responses to picture book reading and the related performance between the reading stance and the reply represented in the written responses. The individual interview after reading activities also contributed to the exploration on the relationship between the reading stance and the level of reading comprehension and thus provides a different point of view. The teaching experiences and the results of this research are served as reference materials for the picture book reading teachers.
According to the result, some research findings are shown as follows: Efferent stance is mainly represented in the oral responses and aesthetic stance is mainly represented in the written responses to grade six students’ picture book reading. The partial explanation level of reading comprehension is achieved in oral responses and the key explanation level of reading comprehension is achieve in written responses to picture book reading. The correlation between the reading stance and comprehension level represented in oral and written responses is statistically significant. As to the correlation between the reading stance represented in written responses and the reply, it is statistically significant for the students with low level of reading comprehension, but is statistically insignificant for those with high level.
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三、圖畫故事書部分
大衛.威斯納/文圖(民90)。《瘋狂星期二》。台北:格林。
大衛.威斯納/文圖;林真美/譯(民86)。《夢幻大飛行》。台北:遠流。
大衛.威斯納/文圖;劉守儀/譯(民89)。《七號夢工廠》。台北:格林。
巴貝柯爾/文圖;吳燕凰/譯(民88)。《頑皮公主不出嫁》。台北:格林。
巴貝柯爾/文圖;黃迺毓/譯(民88)。《精采過一生》。台北:三之三。
王金芬編(民83)。《白雪公主》。台北:世一。
伊東.寬/文圖;陳珊珊/譯(民93)。《魯拉魯先生的庭院》。台北:小魯。
安東尼.布朗/文圖(民85)。《朱家故事》。台北:漢聲。
安東尼.布朗/文圖;林良/譯(民96)。《大手握小手》。台北:格林。
安東尼.布朗/文圖;林良/譯(民89)。《大猩猩》。台北:格林。
安東尼.布朗/文圖;陳瑞妶/譯(民86)。《穿過隧道》。台北:遠流。
安東尼布朗/文圖(民96)。《雞蛋踢石頭》。台北:格林。
安東尼布朗/文圖;陳怡芬/譯(民93)。《走進森林》。台北:格林。
克里斯‧凡‧艾斯伯格/文圖;張劍鳴譯(民93)。《天靈靈》。台北:上誼。
克里斯‧凡‧艾斯伯格/文圖;張劍鳴譯(民93)。《北極特快車》。台北:上誼。
克里斯‧凡‧艾斯伯格/文圖;楊茂秀譯(民93)。《巫婆的掃把》。台北:遠流。
佩特‧哈群斯/文圖(民88)。《母雞蘿絲去散步》。台北:上誼。
約克.米勒(民89)。《挖土機年年作響——鄉村變了》。新竹:和英。
約瑟夫‧魏(民93)。《小貓玫瑰》。台北:上誼。
約翰‧伯寧罕/文圖(民92)。《遲到大王》。台北:上誼。
約翰‧伯寧罕/文圖;林真美/譯(民87)。《莎莉,離水遠一點》。台北:遠流。
英諾桑提/文圖;林海音/譯(民83)。《鐵絲網上的小花》。台北:格林。
郝廣才主編(民83)。《繪本台灣風土民俗 》。台北:遠流。
郝廣才主編(民84)。《繪本莎士比亞》。台北:臺灣麥克。
郝廣才主編(民88)。《世界音樂童話繪本》。台北:臺灣麥克。
莫理士.桑達克/文圖;漢聲雜誌/譯(民76)。《野獸國》。台北:漢聲。
陳怡真/文;楊翠玉/圖(民78)。《繪本台灣民間故事》。台北:遠流。
萊恩/文;亞諾‧歐伯/圖;林良/譯(民81)。《討厭黑夜的席奶奶》。台北:遠流。
莎梅特/文,大衛麥克費爾/圖;漢聲雜誌譯(民74)。《我撒了一個謊》。台北:漢聲。
湯尼.羅斯/文圖;郝廣才/譯(民94)。《我要來抓你啦!》。台北:格林。
詹姆士.荷奧/文;楊志成/圖;黃迺毓/譯(民90)。《但願我是蝴蝶》。新竹:和英。
熊美如編(民83)。《賣火柴的小女孩》。台北:世一。
瑪格麗特‧威爾德/文,藍.布魯克斯/圖;林真美/譯(民92)。《狐狸》。台北:遠流。
賴馬著(民93)。《我變成一隻噴火龍了》。新竹:和英。
羅勃.麥羅斯基/文(民84)。《讓路給小鴨子》。台北:國語日報。
 
 
 
 
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