圖文提示對學童閱讀科學說明文記憶與理解之影響

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蔡懿萱(Yi-hsuan Tsai) 查詢紙本館藏

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學習與教學研究所

論文名稱

圖文提示對學童閱讀科學說明文記憶與理解之影響
(The Effects of Graphic and Textual Signaling on ElementarySchool Students' Recall and Comprehension of Scientific Text)

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摘要(中)

本研究探討科學說明文內不同形式提示物（文字、插圖形式）對於國小學童記憶力與理解力之影響。研究對象包括72名國小六年級學生，研究設計採3（提示形式：無卅摘要卅插圖）×2（閱讀能力：高卅低）受試者間設計。並分別以不同變異數分析考驗各實驗處理間的參與者於自由回憶及閱讀理解兩方面表現之差異。研究結果為：（一）高閱讀能力組於兩測驗整體表現顯著優於低閱讀能力組（二）插圖提示對於學生的理解力有明顯提升，然記憶力則僅對於高閱讀能力者有助益。（三）對國小學童而言，摘要的提示效果對高閱讀能力者無明顯提升作用，然而，對低閱讀能力者卻可能有導致認知負荷加重的潛在危機。

摘要(英)

The purpose of this study is to investigate the effects of graphic and textual signaling on elementary school students’ recall and comprehension of scientific text. The participants included 72 sixth grade students, and they were grouped into high- and low- ability subgroups, based on their performance on a reading comprehension test. The experiment was a 3 (signaling: none, summary, and picture) × 2 (ability: high and low) between subject design.
From the analysis of student’s recall and comprehension performance, we found out that (1) High ability students outperformed low ability students in both recall and comprehension tasks. (2) Graphic signaling could promote students’ comprehension for both groups of students, but only enhance high ability students’ memory. (3) The effect of textual signaling for high ability students was not significant; moreover, it might be a potential risk factor for an increase in the cognitive load of low ability students.

關鍵字(中)

★ 圖文提示
★ 記憶與理解
★ 科學說明文
★ 閱讀能力

關鍵字(英)

★ graphic and textual signaling

論文目次

目錄
目錄 i
圖次 iii
表次 iv
第一章　緒論 1
第一節研究背景與動機 1
第二節研究目的與研究問題 3
第三節名詞解釋 4
第二章　文獻探討 5
第一節文字提示的助益 5
第二節插圖提示的效果 8
第三節圖文提示的相關研究 14
第四節研究假設 22
第三章　研究方法與設計 25
第一節研究架構與流程 25
第二節研究設計與研究對象 26
第三節研究材料與工具 27
第四節實驗程序 31
第五節資料處理與分析 33
第四章　研究分析與結果 37
第一節自由回憶測驗分析 37
第二節雷電知識前後測分析 43
第三節綜合分析 53
第五章　結果討論與建議 55
第一節結果討論 55
第二節建議 56
參考書目 59
附件一　無提示組閱讀材料 65
附件二　文字提示組閱讀材料 71
附件三　插圖提示組閱讀材料 77
附件四　科學文章圖文配合度問卷 83
附件五　雷電知識測驗 101
附件六　指導語 105

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指導教授

辜玉旻(Yu-min Ku)

審核日期

2009-6-29

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