本研究主要目的在探討科學閱讀平台對於國小學生科學閱讀學習成效之影響。本研究採用準實驗研究法設計實驗，包括前測、實驗處理、後測等實驗過程。實驗組接受科學閱讀平台融入閱讀活動之學習策略，控制組則採用一般傳統紙本閱讀之方式進行。實驗共進行6次閱讀活動，內容為取自改編自科學新聞報導之文本，藉以結合時事並幫助學生學習新知識。希望瞭解科學閱讀平台對於國小學生科學閱讀學習成效之影響。 本研究之研究對象為彰化縣某國小五年級學生，實驗組與控制組各有22人，總共44人，採用成對樣本ｔ檢定等統計方法，得到研究結論如下: 1.使用科學閱讀網進行科學閱讀活動後的表現有提升。 2.使用科學閱讀網進行科學閱讀活動後，高學習成就及低學習成就者表現提升階有顯著成效。 3. ｢網路科學閱讀系統｣之使用者與未使用｢網路科學閱讀系統｣之學習者於閱讀學習活動後，前者閱讀能力提升較多，且兩者之間有顯著的差異。 ;The main purpose of this study is to explore the impact of the scientific reading platform on the effectiveness of science reading in primary school students. This study used quasi-experimental research method to design experiments, including pre-test, experimental treatment, post-test and other experimental procedures. The experimental group accepted the learning strategy of the scientific reading platform into the reading activity, and the control group used the traditional traditional paper reading method. The experiment consisted of six reading activities, which were taken from texts adapted from science news reports to combine current events and help students learn new knowledge. I hope to understand the impact of the scientific reading platform on the effectiveness of science reading in primary school students. The research object of this study is fifth-grade students of a national junior college in Changhua County. There are 22 people in the experimental group and the control group, a total of 44 people. Using statistical methods such as paired sample t-test, the research conclusions are as follows: 1.Improved performance after using Science Reading Network for scientific reading activities 2.After using the Science Reading Network for scientific reading activities, high learning achievement and low learning achievement performance improvement results have achieved remarkable results. 3.After reading the learning activities, the users of the "Internet Science Reading System" and the learners who did not use the "Internet Science Reading System" have higher reading ability and there are significant differences between the two.
