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題名：「學習策略訓練方案」對國中生閱讀理解學習之影響
書刊名：教育心理學報
作者：陳李綢 引用關係
出版日期：1995
卷期：28
頁次：頁77-98
主題關鍵詞：學習策略；閱讀理解；語文學習；立即效果；立即遷移效果；延宕效果；延宕遷移效果；Learning strategy；Reading comprehension；Verbal learning immediately reading effect；Immediately transferring effect；Latent reading effect；Delayed transferring effect
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　　　　　本研究目的有二:一、為設計一套增進國中生閱讀理解的學習略訓練方案，以提供國中教師作為促進語文學習之參考。二、以實徵性研究方法探討方案對國中生閱讀理解能力的影響效果。本研究係以國中一年級學生共一百六十名為對象，隨機選取四班，分成實驗組及控制兩組，每組各八十名，男女生各半。研究工具包括學習策略訓練方案、白話文及文由文閱讀理解測驗。以採用共變數分析統計處理本研究設計。本研究結發現:一、接受學習略訓練方案後一週內後測的實驗組學生，不論在白話文及文言文的閱讀理解測驗上得分皆優於控制組學生，由此可見本研究設計的訓練方案對文章閱讀理解具有立即效果及立即遷移效果。二、實驗組學生在接受學習策略訓練方案後六週，的追蹤測驗上，不論文言文及白話文的閱讀理解測驗上的得分均優於控制組學生，由此顯示本研究設計之學習略訓練方案對國中生閱讀理解具有延宕遷移效果。三、實驗組組受試在期末考的國文成績優於控制組學生，由此說明閱讀理解學習略訓練方案可增進國中生的語文能力。以上結果皆支持本研究之假設，並且驗證本研究設計之學習略訓練方案具有高度的建構效度。
　　　　　 There were two purposes in the study:(1)to design a program of reading comprehension strategy for Chinese Junior High school students;(2)to test the applicability of program and to find out the efficiency of reading comprehension strategy. One hundred and sixty students of junior high school were randomly assigned to two groups. One as the experimental group (EG) (male 40, female 40), one as the control group (CG) (male 40, female 40). In EG, subjects were accepted the training of reading comprehension strategy. In CG, subjects were accepted traditional Chinese verbal learning. The subjects evaluated the Chinese vernacular and classical Chinese reading tests. The data was analyzed by ANCOVA with pretest academic Chinese reading test as covariates. The results were as follows: (1)After one week training, both scores of Chinese vernacular and classical Chinese reading comprehension tests of the EG were higher than those of the CG. It showed that the program of reading comprehension strategy could lead immediately reading effects and transferring effects of subsequently learned materials. (2)After six weeks training, both scores of Chinese vernacular and classical Chinese reading comprehension tests of the EG were also higher than those of the CG. It showed that the program of reading comprehension strategy could lead latent reading effects and delayed transference of reading materials.
期刊論文
1.邱上真(1991)。學習策略教學的理論與實務。特殊教育與復建學報，1，1-49。  延伸查詢new window
2.Short, D. J.、Ryan, E. B.(1984)。Metacognitive differences between skilled and less skilled readers: Remediating deficits through story grammar and attribution training。Journal of Educational Psychology，76(2)，225-235。  new window
3.陳李綢(19940600)。學如何學策略訓練與社會工作經驗對大學生概念建構、V字捷思歷程、後設認知與學習表現的影響。教育心理學報，27，81-103。new window  延伸查詢new window
4.陳李綢(19900600)。歸因回饋與策略訓練對數學低成就學生學習行為的影響。教育心理學報，23，143-158。new window  延伸查詢new window
5.Ames, C.(1992)。Classrooms: Goals, structure, and student motivation。Journal of Educational Psychology，84，261-267。  new window
6.Taylor, B. M.(1982)。Text structure and children's comprehension and memory for expository material。Journal of Educational Psychology，74(3)，323-340。  new window
7.McCombs, B. L.(1984)。Processes and skills underlying continuing motivation: Toward a definition of motivational skills training interventions。Educational Psychologist，19，199-218。  new window
8.陳李綢(19910600)。思考模式、學術經驗與認知策略訓練對大學生後設認知與智力的影響。教育心理學報，24，67-90。new window  延伸查詢new window
9.Palincsar, A. S.(1986)。Metacognitive strategy instruction。Exceptional Children，53(2)，118-124。  new window
10.Alderman, M. K.(1990)。Motivation for at risk stuednts。Educational Leadership，48(1)，27-38。  new window
11.Alvermann, D. E.(1988)。Effects of spontaneous and induced lookbacks on selfperceived high and low ability comprehenders。Journal of Educational Research，81(6)，325-331。  new window
12.Andre, M. E. D. A.、Anderson, T. H.(1978)。The development and evaluation of a self-questioning techiquee。Reading Research Quarterly，14，605-623。  new window
13.Armbruster, B. B.、Anderson, T. H.(1987)。Does text structure summarization instruction facilitate learning from expositort test。Reading Research Quarterly，22，331-346。  new window
14.Bandura, A.(1977)。Self-efficacy: Toward an unifying theory of behavioral change。Psychological Review，84，191-215。  new window
15.Frase, L. T.、Schwartz, B. J.(1975)。Effecct of question production on prose recall。Journal of Educational Psychology，67，628-635。  new window
16.Markman, E. M.(1977)。Realizing you don't understand: A preliminary investigation。Child Development，48(3)，986-992。  new window
17.Palincsar, A. S.、Brown, A. L.(1984)。Reciprocal teaching of comprehension-forstering and comprehension monitoring activities。Cognition and Instruction，1(2)，117-175。  new window
18.Ryan, E. B.、Short, E. J.、Weed, K. A.(1986)。The role of cognitive strategy training in improving the academic performance of learning disabled children。Journal of Learning Disabilities，19(9)，521-529。  new window
19.Schwartz, E.、Sheff, A.(1975)。Student involvement in questioning for comprehension。The Reading Teacher，29，150-154。  new window
20.Simmon, D. S.、Kameenui, E. J.、Darch, C. B.(1988)。The effect of textual proximity on fourth and fifth grade LD students' metacognitive awareness and strategic comprehension behavior。Learning Disability Quarterly，11，380-395。  new window
21.Swanson, H. L.(1990)。Influence of metacognitive knowledge and apitude on problem solving。Journal of Educational Psychology，82(2)，306-314。  new window
22.Swanson, H. L.、James, E.、O'Conno, R.、Carter, K. R.(1991)。Problem solving subgroups as a measure of intellectual giftedness。British Journal of Educational Psychology，61，55-72。  new window
23.Water, H. S.、Schreiber, L. L.(1991)。Sex differences in elaborative strategies: a developmental analysis。Journal of Experimental Child Psychology，52，319-335。  new window
24.Markman, Ellen M.(1979)。Realizing That You Don't Understand: Elementary School Children's Awareness of Inconsistencies。Child Development，50(3)，643-655。  new window
25.Wong, B. Y. L.(1985)。Self-questioning instructional research: A review。Review of Educational Research，55(2)，227-268。  new window
26.Markus, H.、Wurf, E.(1987)。The Dynamic Self-Concept: A Social Psychological Perspective。Annual Review of Psychology，38(1)，299-337。  new window
27.張景媛(19920600)。自我調整、動機信念、選題策略與作業表現關係的研究暨自我調整訓練課程效果之評估。教育心理學報，25，201-243。new window  延伸查詢new window
28.Ames, Carole、Archer, Jennifer(1988)。Achievement goals in the classroom: Students' learning strategies and motivation processes。Journal of Educational Psychology，80(3)，260-267。  new window
29.Bandura, Albert(1982)。Self-Efficacy Mechanism in Human Agency。American Psychologist，37(2)，122-147。  new window
會議論文
1.Duell, O. K.(1977)。Overt and covert use of objecives of different levels。The annual meeting of the American Educational Research Association。New York。  new window
2.Maryer, B. J. F.、Brandt, D. M.、Bluth, G. J.(1978)。Use of authofs textual schema: Key for ninth-graders' comprehension。The annual conference of the American Educational Research Association。  new window
3.Snowman, J.、Krebs, E. W.、Kelly, F. J.(1980)。Enhancing memory for prose through learning strategy training。The anaual meeting of American Educational Research Association。Boston。  new window
研究報告
1.康秀玲、陳寶華、葉雪霞(1994)。學習技巧課程對福和國中一年及英語科低成就學生英語成績、英語科學習態度、學習技巧效果之實驗研究。台灣師範大學。  延伸查詢new window
2.蔡玲玲、王麗方、李容(1994)。學習策略訓練方案對國中二低成就學生閱讀效果之研究。台灣師範大學。  延伸查詢new window
學位論文
1.鄭涵元(1994)。詞的閱讀學習策略對國小兒童閱讀理解影響效果之實驗研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.張瑛玿(1994)。自我發問策略對國小學生的閱讀理解與自我發問能力之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.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
4.邱穗中(1993)。成功動機導向課程對減輕國小學童數學習得無助感之實驗研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
5.郭靜姿(1992)。閱讀理解訓練方案對於增進高中學生閱讀策略運用與後設認知能力之成效研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
6.洪寶蓮(1990)。大學生學習與讀書策略量表之修訂及調查研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
7.胥彥華(1989)。學習策略對國小六年級學生閱讀效果之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
8.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
圖書
1.Mckeachie, W. J.、Pintrich, P. R.、Lin, Y. G.、David, A. F.(1986)。Teaching and learning in the college classroom: A review of the research literature。Michigan：The University of Michigan。  new window
2.Pering, M. J.(1986)。The relationship of text structure manipulations discourse type and language ability to question answers and free recall responses in learning disabled child。Michigan State University。  new window
3.Sternberg, R. J.(1985)。Human Abilities: an information processing Approach。New York：W. H. Freeman and Company。  new window
4.Winograd, T.(1985)。Language as a cognitive process。Reading, MA：Addison-Wesley。  new window
5.鄭昭明(1993)。認知心理學：理論與實踐。桂冠圖書股份有限公司。new window  延伸查詢new window
6.Gagné, Ellen D.(1985)。The Cognitive Psychology of School Learning。Little, Brown and Company。  new window
圖書論文
1.Snowman, J.(1986)。Learning tactics and strategies。Cognitive classroom learning: Understanding, thinking, and problem solving。Orlando：Hillsdale, NJ：Academic Press：LEA。  new window
2.McCombs, B. L.(1988)。Motivational skills training: combining metacognitive, cognitive, and affective learning strategies。Learning and Study Strategies。New York：Academic Press。  new window
3.Wong, B. Y. L.(1985)。Metacognition and learning disabilities。Metacognition, cognition, and human performance。New York：Academic Press。  new window
4.Anderson, T. H.(1980)。Study strategies and adjunct aids。The directical issues in reading comprehension。Hillsdale, N. J.：Awrence Erlbaum。  new window
5.Dansereau, D. F.(1985)。Learning strategies research。Thinking and learning skills: Vol. 1. Relating instruction to research。Hillsdale, NJ：Lawrence Erbaum Associates。  new window
6.Johnson, E. J.(1988)。Expertise and decision under uncertainty: Performance and process。The nature of espertise。London：Lawrence Erlbaum and Associates。  new window
7.Weinstein, C. E.、Underwood, V. L.(1985)。Learning strategies. The learning of how to learn。Relating instruction to basic research。Hillsdale, NJ：Lawrence Ehbaum。  new window
 
 
 
 
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