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題名:文章結構與摘要教學對高一學生閱讀理解與摘要能力之研究
作者:林芳均
作者(外文):Lin Fang-chun
校院名稱:高雄師範大學
系所名稱:教育學系
指導教授:張新仁博士
王瓊珠博士
學位類別:博士
出版日期:2012
主題關鍵詞:文章結構教學摘要教學閱讀理解摘要能力text structure instructionsummary instructionreading comprehensionsummarizing ability
原始連結:連回原系統網址new window
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研究目的在瞭解高一學生大意摘要能力及閱讀理解能力的表現,並探討「文章結構教學」、「摘要教學」對高一學生大意摘要能力及閱讀理解能力的影響。
研究一是以彰化縣公立綜合高中一年級學生為研究對象,瞭解其在閱讀故事體及說明文的大意摘要能力及閱讀理解能力表現,以作為研究二實施教學之參考。結果顯示,高一學生的大意摘要能力在歸納、統整能力上仍需多加強,而閱讀理解能力的評估、省思評鑑部分,一樣是表現較不理想。
研究二根據研究一的發現,透過準實驗研究設計,以本校高一學生123名為實驗對象,其中42名學生接受文章結構教學課程(實驗組一);39名學生接受摘要教學課程(實驗組二);另有42名學生為控制組。實驗組接受為期十二週,每週一節(50分鐘)的閱讀策略教學課程;控制組不接受教學課程。主要目的在探討「文章結構教學」、「摘要教學」、與「自由閱讀」對不同閱讀能力學生在文章大意摘要能力(涵蓋二向度:濃縮重點和統整重點)及閱讀理解表現,以建構一套適用於高中文章結構與摘要教學的參考模式,協助教師有效提升高一學生的大意摘要的寫作能力及閱讀理解能力。本研究以各項前測分數為共變數,進行二因子獨立樣本共變數分析,研究主要結果顯示:
在所有分析中,教學法與語文能力之間,均無交互作用,其結果:
一、在說明文部分:
1、就濃縮重點表現而言,不同的教學法與語文能力,均無明顯差異。
2、就統整重點表現而言,「文章結構組」的統整重點顯著優於「控制組」,
但「摘要組」和「控制組」、「文章結構組」之間則無顯著性差異。
3、就閱讀理解能力而言,「文章結構組」的顯著優於「控制組」和「摘要
組」,但「摘要組」和「控制組」之間則無顯著性差異。
二、在故事體部分:
1、就濃縮重點表現而言,「摘要組」及「文章結構組」皆顯著優於「控制
組」,但「文章結構組」和「摘要組」之間則無顯著性差異。
2、就統整重點表現而言,「摘要組」及「文章結構組」皆顯著優於控制組,
但「文章結構組」和「摘要組」之間則無顯著性差異。
3、就閱讀理解能力而言,「文章結構組」顯著優於「控制組」,但「摘要
組」和「文章結構組」及「控制組」之間則無顯著性差異。
最後,研究者針對研究結果加以討論,並提出幾點建議,作為「文章結構
教學」與「摘要教學」在高中國文課程應用及未來研究上的參考。
The purpose of this study was to investigate summary and reading performance of the 10th graders in comprehensive high school and to explore the effects of “summary instruction” and “text structure instruction” on summary ability and reading comprehension.
Study one(S1)was designed to investigate the reading and summary performance of comprehensive high school students in Changhua County. The results in S1 showed that the 10th graders' summary ability, in terms of generalization and synthesis, left a lot of room for improvement; in reading comprehension the students didn’t perform well on reflecting and evaluating the contents of texts.
The design of study two (S2)was based on the empirical finding of S1. Two reading strategy instructions with direct teaching were conducted to investigate the effects of strategy instruction on 10th graders' summary ability and reading comprehension. The subjects were 123 students in the 10th grade from the comprehensive high school in Changhua County. A quasi-experimental design was adopted. There were two experimental groups and one control group in S2; there were 42 in the text structure strategy group (G1), 39 in the summarizing strategy group (G2), and 42 in the control group (G3). The G1 and G2 received 50 minutes reading comprehension strategies courses once a week in twelve weeks, but G3 didn't receive the strategy instruction. The statistical approach of two-way ANCOVA of independent samples was employed to reach those results.
The results were as follows:
There was no interaction effect between instruction strategies and literature abilities.
1. The experiment groups (G1&;G2) had higher scores in the tests on the ability of reducing information in exposition articles than the control group, but it didn't reach significant difference.
2. The experiment group one had significantly higher scores than the control group in the tests on the ability of integrating information in exposition articles.
3. The experiment groups (G1&;G2) had significantly higher scores than the control group in the tests on the ability of reducing and integrating information in narrative articles, but they didn’t have significant difference.
4. The text structure strategy group had significantly higher scores in the tests on the ability of reading comprehension in narrative and exposition articles than the control group.
5. The text structure strategy group had significantly higher scores in the tests on the ability of reading comprehension in exposition articles than the summary strategy group.
The results were discussed and some recommendations were made for the application to high school Chinese curriculum and future research.
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