教師示範與文本提示對國小學童自我解釋與閱讀理解表現之影響

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姓名

黃友亭(Yu-Ting Huang) 查詢紙本館藏

畢業系所

學習與教學研究所

論文名稱

教師示範與文本提示對國小學童自我解釋與閱讀理解表現之影響
(The Effects of Teacher Modeling and Textual Prompts on Sixth-Grade Students’ Self-explanation and Reading Comprehension Performance)

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摘要(中)

本研究為探究接受不同自我解釋教學組合之國小六年級學童，在閱讀說明文的理解表現有何不同、以及所產出的自我解釋內容又有何異。本研究採2×2雙因子實驗設計，透過教師示範的有無以及文本提示的差異，建構四種不同教學情境，以桃園縣中壢市某國小120名六年級學童為研究對象，進行四組實驗教學、自我解釋活動、以及閱讀理解測驗，藉以蒐集學童的自我解釋口語資料及閱讀理解測驗得分。自我解釋語料之分析，以六項策略類型進行編碼並計算學童在前、後測所運用的次數；閱讀理解表現之分析，以二因子共變數分析四組教學中兩個獨變項之影響。研究結果顯示，接受具教師示範與特定性提示教學組合的學童，其閱讀理解表現與自我解釋的運用及品質，皆優於其他三組，表示在自我解釋的教學中，教師的示範與特定性提示的加乘效果對於學童在學習自我解釋策略，以及閱讀說明文的理解表現上是有助益的。

摘要(英)

The aim of this study is to investigate the effects of teacher modeling and textual prompts on 120 sixth-grade students’ self-explanation and reading comprehension performance after receiving the training of self-explanation. The participants were divided into four experimental groups: Group MS (with modeling and specific prompts), Group MG (with modeling and general prompts), Group TS (with traditional teaching and specific prompts), and Group TG (with traditional teaching and general prompts). Upon these four different conditions, this study analyzed the types of self-explanation that students use, and compared the scores of reading comprehension tests among four groups. The results indicate that the students received the combination of teacher modeling and specific prompts (Group MS) had a greater gain from the pretest to the posttest in reading comprehension tests. Furthermore, Group MS generated self-explanations better in quality than three other groups. It is suggested that while in the training of self-explanation, the combination of teacher modeling and specific prompts would help students in learning self-explanation strategy and improve the reading comprehension of expository texts.

關鍵字(中)

★ 教師示範
★ 自我解釋
★ 文本提示

關鍵字(英)

★ Teacher modeling
★ Self-explanation
★ Textual prompts

論文目次

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 4
第二章文獻探討 7
第一節自我解釋的理論基礎 7
第二節自我解釋的教學與訓練 15
第三章研究方法 25
第一節研究對象 25
第二節研究設計 26
第三節課程內涵 30
第四節研究工具 33
第五節實驗程序 35
第六節資料分析 37
第四章分析與結果 41
第一節閱讀理解表現分析 41
第二節自我解釋口語資料分析 43
第五章討論與建議 51
第一節結論與討論 51
第二節建議 54
參考文獻 57
附錄一：特定性提示組課程講義 61
附錄二：一般性提示組課程講義 63
附錄三：課程內涵 65
附錄四：科學文章 70
附錄五：科學文章閱讀理解測驗 71
附錄六：指導語 73
附錄七：閱讀理解測驗評分方式 74

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指導教授

辜玉旻(Yu-Min Ku)

審核日期

2011-7-27

推文