博碩士論文 107127007 詳細資訊




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姓名 宣皓萍(Hao-Ping Syuan)  查詢紙本館藏   畢業系所 學習與教學研究所
論文名稱 使用多文本閱讀策略教學提升國小高年級學童的閱讀理解表現
(Enhance Reading Comprehension for Higher Grade Primary School Pupils by Teaching Multiple Texts Reading Strategies)
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摘要(中) 本研究之目的為發展出一套多文本閱讀理解策略教學模式,並探討不同閱讀能力之國小高年級學童,其多文本閱讀理解表現情形是否會因本研究之多文本閱讀教學介入而產生改變。
本研究以桃園市某公立小學的五年級學生為研究對象,可用資料共有18位優讀者及16位弱讀者,並採短文寫作前測與重測的方式來瞭解參與者教學前後的多文本閱讀理解能力變化。各閱讀能力組的學生皆會接受為期七節課的多文本閱讀策略教學,研究結果如下:
一、優讀者組之學生於教學後之各項寫作表現無產生顯著變化。
二、弱讀者組之學生教學後之抄寫類型使用比例有顯著的下降。
三、在短文寫作的總分表現上,優讀者組的分數明顯高於弱讀者組。
四、本研究之教學方式對於提升優、弱讀者的多文本閱讀理解表現之效果有限。
摘要(英) The purpose of this study was to develop a method of teaching multiple texts reading strategies, and to investigate whether the multiple texts reading comprehension for higher grade primary school pupils with different reading abilities would be affcted by the multiple texts reading instruction.
In this study, the fifth-grade students in a public primary school in Taoyuan city were selected as the subjects. The available data comprised 18 good readers and 16 poor readers. The pre-test and retest of essay writing were conducted to investigate the changes in participants′ multiple texts reading comprehension ability before and after teaching internvention. Students in both reading ability group were taught multiple texts reading strategies for seven lessons. The results were as follows:
1.After the teaching internvention, there was no significant change in the writing performance of the good readers.
2.After the teaching internvention, the proportion of copying in the transformation type of poor readers decreased significantly.
3.In terms of the overall score of the writing, good readers′ score was significantly higher than that of the poor readers.
4.The teaching method in this study has limited effect on improving the multiple texts reading comprehension of both good and poor readers.
關鍵字(中) ★ 多文本閱讀
★ 閱讀能力
★ 閱讀理解策略
關鍵字(英) ★ Multiple texts reading
★ Reading ability
★ Reading comprehension strategies
論文目次 目錄i
表目錄iii
第一章 緒論1
第一節 研究背景與動機1
第二節 研究目的與問題3
第三節 名詞解釋3
第二章 文獻探討5
第一節 多文本閱讀5
第二節 多文本閱讀與閱讀理解策略16
第三節 多文本閱讀之教學應用23
第三章 研究方法與設計32
第一節 研究對象32
第二節 研究工具33
第三節 實驗程序40
第四節 資料處理與分析44
第四章 研究結果與討論47
第一節 主題背景知識測驗結果47
第二節 教學前後之多文本閱讀寫作表現概況48
第三節 教學前後多文本閱讀寫作整體表現情形50
第五章 研究結論與限制53
第一節 研究結論53
第二節 研究限制與建議55
參考文獻58
附錄一:主題背景知識測驗67
附錄二:專家審查問卷68
附錄三:專家審查意見75
附錄四:巧克力食品安全主題之閱讀材料(1)81
附錄四:巧克力食品安全主題之閱讀材料(2)82
附錄五:電玩使用壞處主題之閱讀材料(1)83
附錄五:電玩使用壞處主題之閱讀材料(2)84
附錄六:全球暖化影響主題之閱讀材料(1)85
附錄六:全球暖化主題之閱讀材料(2)86
附錄六:全球暖化主題之閱讀材料(3)87
附錄七:多文本閱讀策略教學設計88
附錄八:學習單(1)104
附錄八:學習單(2)105
附錄九:短文寫作測驗試後問卷107
附錄十:課程問卷108
附錄十一:文本概念單位(1)109
附錄十一:文本概念單位(2)110
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指導教授 辜玉旻(Yu-Mim Ku) 審核日期 2021-7-20
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