搭配圖形組織與做筆記策略提升國中生對於說明式文章結構的覺知與閱讀理解能力;Use of Graphic Organizers and Effective Notetaking Skills to Promote Middle School Students’ Awareness of Text Structures and Abilities to Comprehend Expository Texts

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Title:	搭配圖形組織與做筆記策略提升國中生對於說明式文章結構的覺知與閱讀理解能力;Use of Graphic Organizers and Effective Notetaking Skills to Promote Middle School Students’ Awareness of Text Structures and Abilities to Comprehend Expository Texts
Authors:	辜玉旻
Contributors:	國立中央大學學習與教學研究所
Keywords:	文章結構;說明文體;閱讀理解;國中生;text structure;expository text;reading comprehension;middle school students
Date:	2018-12-19
Issue Date:	2018-12-20 13:56:14 (UTC+8)
Publisher:	科技部
Abstract:	無論是在學校內或工作場域中，透過閱讀說明式的文章(expository text)獲得訊息的能力是相當關鍵的。本計畫之目的在於設計文章結構(text structure)的教學課程，以提升國中七年級學生閱讀說明文式文章之能力。所謂的「文章結構」是指文字訊息的組織方式，當讀者能掌握文章結構，也就能掌握文章內重要概念之間的關係。由於文章結構對於學生閱讀理解所產生的效益多寡，主要受到兩個因素的影響：文章結構的類型與讀者的能力，因此，在進行教學實驗之前，將分別調查現有教科書的文章結構類型，並且了解學生對文體結構的認知及其影響因素，最後，再設計相關的教學課程，以教學實驗法了解課程對學生的助益。亦即，本研究將規劃以三年時間，依序進行（1）分析七年級學生在小學與國中期間所閱讀的教科書內容，在文章結構上類別與品質上的差異；（2）探討七年級學生對於說明文結構的覺知能力及相關影響因素；及（3）設計一系列的課程，教導學生相關的文章結構與其對應的提示詞與圖形結構，讓學生以做筆記的形式展現對於文章結構的覺知。希望在有步驟的指導與練習後，可以從學生的回憶測驗與訪談資料中，發現學生對於覺知文章結構的能力及運用文章結構理解說明文的能力，均有顯著的提升。 ;Expository passages in the school textbooks are typically structured with the aim to provide students with background knowledge and subject matter information. However, many students have encountered difficulty while reading expository texts. Previous research has indicated that readers who are sensitive to text structure had better comprehension of expository text. Additionally, model the use of graphic organizers with different text structures has also been shown to be beneficial. Thus, the purpose of the current study is to incorporate the use of graphic organizers and notetaking skills in the explicit instruction of text structures to increase seventh grade students’ awareness of various text structures and comprehension and recall of the importance information in expository texts. This three year study will start with a comparison of the textbooks used in sixth grade and seventh grade to see whether there are differences in the types of text structure used or differences in the quality of text structure. Following the first year’s findings, the aim of the second year is to investigate students’ text structure awareness and how individual differences affect students’ text structure awareness. In the final year of this study, there will be an instruction designed to improve students’ text structure awareness and use of text structure by incorporating the use of graphic organizers and effective notetaking skills. At the end of the study, we expect to provide some implications for teachers on how to promote students’ abilities to comprehend and produce expository text.
Relation:	財團法人國家實驗研究院科技政策研究與資訊中心
Appears in Collections:	[Graduate Institute of Learning and Instruction] Research Project

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