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題名：整合學習策略與動機的訓練方案對國小閱讀理解困難兒童的輔導效果
書刊名：初等教育學刊
作者：林建平
作者(外文)：Lin, Chien-ping
出版日期：2001
卷期：10
頁次：頁177-198
主題關鍵詞：整合學習策略；國小；閱讀理解困難兒童；輔導
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(3) 博士論文(13) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:129
  • 點閱點閱:186
本研究的目的在探討研究者所提出的「整合學習策略與動機的閱讀理解訓練方案」對國小閱讀理解困難兒童閱讀動機、閱讀策略、及閱讀理解能力是否具有立即、持續、及遷移的效果。 研究對象是臺北市東園國小五年級的42位閱讀理解困難學生，隨機分派為「整合學習策略與動機訓練組」、「策略訓練組」、及「控制組」，每組14人。評量工具包括：故事閱讀理解測驗、說明文閱讀理解測驗、閱讀態度 問卷、自我效能量表、及閱讀理解策略問卷等。在教學實驗的立即、持續、及遷移效果的考驗上，採「3*3受試者間受試者內混合設計」，所得資料以「二因子混合設計變異數分析」進行處理。 研究結果：1.「整合學習策略與動機訓練組」對增進閱讀理解困難兒童的「畫線策略」具立即效果。2.「策略訓練組」對增進閱讀理解困難兒童的故事 體文章的「字面理解」具立即效果。3.唯兩實驗組對其他閱讀態度、自我效能、閱讀策略、故事體文章閱讀理解的各分量表，均未具立即和持續效果。4.「整合學習策略與動機訓練組」及「策略訓練組」對增進閱讀理解困難兒童將在故事體文章所學的閱讀策略遷移應用到說明體文章的閱讀理解上未具立即及持續效果。 本文並針對這些研究結果進行討論及對未來的教育和研究提出建議。
The main objective of this study is to test the effect of "reading comprehension training program of integrated learning strategies and motivations" which proposed by this researcher. The subjects are 42 fifth-grade less skilled readers from Taipei Municipal Tund-Yuan Elementary School. The subjects are randomly assigned into "the group with integrated training strategies and motivation", "the strategy training group" and "the control group" The instruments employed in this study include: reading attitude questionnaire, self-efficacy scale, reading comprehension strategies questionnaire, test of reading comprehension of narrative articles, and test of reading comprehension of explanatory articles. Regarding the investigation of the immediate effect and maintenance effect of the training of the two experimental groups, this study adopted the "3*3 between-subjects and within-subjects mixed design" The obtained information was analyzed with analysis of variance of two-factor mixed design. The result of the experiments indicated: (1)"The group with integrated training strategies and motivation" is more capable of promoting the use of "line-drawing strategies" than "the control group". (2)"The strategy training group" is more capable of promoting its performance on the literary comprehension of the narrative articles than "the control group". However, on the subscales of reading motivation, reading comprehension strategies, and reading comprehension of narrative articles, the two experimental groups did not show immediate or maintenance effect. (3)In the respect of transferring the learned comprehension strategies to the reading comprehension of the explanatory articles, the two experimental groups did not show immediate or maintenance effect. The researcher will also provide a discussion on the results of the study. Some recommendations shall be made regarding educational assistance and future studies.
期刊論文
1.Schunk, D. H.(1984)。Enhancing self-efficacy and achievement through rewards and goals: motivational and informational effects。Journal of Educational Research，78(1)，29-34。  new window
2.張新仁(19880600)。現代教學方法的新趨勢。教育研究(高師)，2，308-290。  延伸查詢new window
3.Paris, S. G.、Jacobs, J. E.(1984)。The benefits of informed instruction for children's reading awareness and comprehension skills。Child Development，55，2083-2093。  new window
4.Borkowski, J. G.、Weyhing, R. S.、Carr, M.(1988)。Effects of attributional retraining on strategy-based reading comprehension in learning-disabled students。Journal of Educational Psychology，80(1)，46-53。  new window
5.林建平(19950600)。國小學童的閱讀動機、理解策略與閱讀成就之相關研究。臺北市立師範學院學報，26，267-294。  延伸查詢new window
6.Pintrich, P. R.、Cross, D. R.、Kozma, R. B.、Mckeachie, W. J.(1986)。Instructional psychology。Annual Review of Psychology，37，611-651。  new window
7.Borkowski, J. G.、Reid, M. K.(1987)。Causal attributions of hyperactive children: implications for strategies and self-control。Journal of Educational Psychology，79(3)，296-307。  new window
8.Chapin, M.、Dyck, D. G.(1976)。Persistence in children's reading behavior as a function of N length and attribution retraining。Journal of Abnormal Psychology，85(5)，511-515。  new window
9.Schunk, D. H.、Rice, J. M.(1986)。Extended attributional feedback: Sequence effects during remedial reading instruction。Journal of Early Adolescence，6，55-66。  new window
10.Dole, Janice A.、Duffy, Gerald G.、Roehler, Laura R.、Pearson, P. David(1991)。Moving from the Old to the New: Research on Reading Comprehension Instruction。Review of Educational Research，61(2)，239-264。  new window
11.Schunk, D. H.(1984)。Sequential attributional feedback and children's achievement behaviors。Journal of Educational Psychology，76(6)，1159-1169。  new window
12.Schunk, D. H.(1985)。Self-efficacy and school learning。Psychology in the Schools，22，208-223。  new window
13.Schunk, D. H.、Rice, J. M.(1987)。Enhancing comprehension skill and self-efficacy with strategy value information。Journal of Reading Behavior，19，285-302。  new window
14.Schunk, D. H.(1982)。Effects of effort attributional feedback on children's perceived self-efficacy and achievement。Journal of Educational Psychology，74(4)，548-556。  new window
15.Schunk, D. H.、Cox, P. D.(1986)。Strategy training and attributional feedback with learning disabled students。Journal of Educational Psychology，78(3)，201-209。  new window
16.Dweck, C. S.(1975)。The Role of Expectations and Attributions in the Alleviation of Learned Helplessness。Journal of Personality and Social psychology，31(4)，674-685。  new window
17.Geva, E.(1983)。Facilitating reading comprehension through flow-charting。Reading Research Quarterly，18(4)，384-405。  new window
18.Forsterling, F.(1985)。Attributional Retraining: A Review。Psychological Bulletin，98(3)，495-512。  new window
19.Schunk, D. H.(1983)。Ability versus effort attributional feedback: Differential effects on self-efficacy and achievement。Journal of Educational Psychology，75，848-856。  new window
20.Pokay, P.、Blumenfeld, P. C.(1990)。Predicting achievement early and late in the semester: The role of motivation and use of learning strategies。Journal of Educational Psychology，82(1)，41-50。  new window
21.Paris, S. G.、Cross, D. R.、Lipson, M. Y.(1984)。Informed strategies for learning: a program to improve children's reading awareness and comprehension。Journal of Educational Psychology，76(6)，1239-1252。  new window
22.Schunk, Dale H.(1981)。Modeling and attributional effects on children's achievement: A self-efficacy analysis。Journal of Educational Psychology，73(1)，93-105。  new window
23.張新仁(19901200)。從資訊處理談有效的學習策略。教育學刊，9，左47-65。new window  延伸查詢new window
24.Palincsar, A. S.、Brown, A. L.(1984)。Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities。Cognition and Instruction，1(2)，117-175。  new window
25.Schunk, D. H.、Rice, J. M.(1992)。Influence of Reading-Comprehension Strategy Information on Children's Achievement Outcomes。Learning Disability Quarterly，15(1)，51-64。  new window
會議論文
1.Palincsar, A. S.(1987)。Collaborating for collaborative learning of text comprehension。The annual meeting of the American Educational Research Association。Washington, DC。  new window
2.Pintrich, P. R.(1986)。Motivation and learning strategies interactions with achievement。The American Educational Research Association Convention。San Francisco, California。  new window
3.Schunk, D. H.(1987)。Domain-specific measurement of students' self-regulated learning processes。The Annual Meeting of the American Educational Research Association。  new window
學位論文
1.張寶珠(1992)。後設認知訓練團體對國中英語低閱讀能力學生之輔導效果研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
2.程炳林(1991)。國民中小學生激勵的學習策略之相關研究(碩士論文)。國立政治大學，臺北。  延伸查詢new window
3.黃瓊儀(1996)。相互教學法對國小高年級學童閱讀理解能力、後設認知能力與閱讀態度之影響(碩士論文)。國立嘉義師範學院。  延伸查詢new window
4.蘇宜芬(1991)。後設認知訓練課程對國小低閱讀能力學生的閱讀理解能力與後設認知能力之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
5.胡永崇(1995)。後設認知策略教學對國小閱讀障礙學童閱讀理解成效之研究(博士論文)。國立彰化師範大學。new window  延伸查詢new window
6.曾陳密桃(1990)。國民中小學生的後設認知及其與閱讀理解之相關研究(博士論文)。國立政治大學。new window  延伸查詢new window
圖書
1.Paris, S. G.(1984)。Teaching children to control their reading comprehension skills。University of Michigan。  new window
2.邱上真(1990)。學習策略教學的理論與實際。臺南師院特教系。  延伸查詢new window
3.Mayer, R. E.(1987)。Educational Psychology: A cognitive approach。Little, Brown and Company。  new window
4.Gagné, Ellen D.(1985)。The Cognitive Psychology of School Learning。Little, Brown and Company。  new window
圖書論文
1.Mckeachie, W. J.(1987)。The new look in instructional psychology: teaching strategies for learning and thinking。Learning and Instruction。  new window
2.Pressley-Forrest, D. L.、Gillies, L. A.(1985)。Children's flexible use of strategies during reading。Cognitive Strategy Research Educational Applications。New York：Springer-Verlag。  new window
3.McCombs, B. L.(1988)。Motivational skills training: combining metacognitive, cognitive, and affective learning strategies。Learning and Study Strategies。New York：Academic Press。  new window
4.Short, E. J.、Weissberg-Benchell, J. A.(1989)。The triple alliance for learning: Cognition, metacognition, and motivation。Cognitive strategy research: From basic research to educational application。NY：Springer-Verlay。  new window
5.Weinstein, Claire E.、Mayer, Richard E.(1986)。The Teaching of Learning Strategies。Handbook of research on teaching。New York：Macmillan Press。  new window
 
 
 
 
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