探討七年級學生對說明體文章結構的覺知能力

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：156

、訪客IP：3.145.91.78

姓名

黃詩婷(Shi-Ting Huang) 查詢紙本館藏

畢業系所

學習與教學研究所

論文名稱

探討七年級學生對說明體文章結構的覺知能力
(Seventh-grade students’ awareness of text structures)

相關論文

★ 以眼動型態探討背景知識對詞彙辨識的影響	★ 合作寫作對於國小學童科學概念學習之影響
★ 影響國小學童家長送子女參加課後補習之相關因素研究---以桃園縣中壢市為例	★ 國小學童圖文閱讀的理解策略
★ 幼童敘說書面故事之後設認知表現	★ 新移民家庭子女口語敘說能力之發展
★ 圖文提示對學童閱讀科學說明文記憶與理解之影響	★ 識字教學法與口語詞彙能力對新移民女性中文識字學習之影響
★ 先備知識對於不同閱讀能力的學童在閱讀歷程中自我提問的影響	★ Exploring Computer-based Nature Science Instruction Based on the Cognitive Load Theory: Spatial Contiguity Effect, and Effects of Prior Knowledge on Performance Assessments
★ 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	★ 國小學童之工作記憶能力對於閱讀理解監控表現的影響
★ 成人與幼童的言談行為分析：比較電子書與紙本書親子共讀的情境	★ 探討幼兒的早期書寫表現及其影響因素
★ 探究教師閱讀教學自我效能與閱讀自我調整教學信念及實踐之關係	★ 探討閱讀能力與文本架構對於國小學童使用理解策略的影響

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

本研究的目的為以不同說明體文章結構類型的文本進行回憶測驗，探討七年級學生具備的文章結構覺知能力。所謂的「文章結構」即是文章當中組織訊息的方式，當學生能夠察覺文章當中存在的結構時，便能更快速地找出文章重點，協助理解文章內容和其中概念之間的關係。因此，本研究參考了過去文獻中許多的研究方法，在控制先備知識和文章主題的前提下，針對結構類型和閱讀理解能力對結構覺知的影響做一個釐清，另外，欲了解不同結構類型文章是否會影響學生對文章內容的理解程度。
本研究以桃園市三所國中共119位七年級學生作為研究對象，先以閱讀理解能力測驗進行高低能力分組後，再請學生閱讀「大王花」和「狐狸」兩種主題的自編結構測驗文章並接續進行書寫回憶測驗。研究結果發現：(一)不同結構類型的結構表現存在差異，整體學生在「比較」結構的表現優於「因果」結構；(二)學生對於不同結構類型文章的理解存在差異，比較結構類型的文章理解優於因果結構類型文章；以及(三)閱讀能力的高低會影響結構表現，低能力組在兩種結構表現皆偏低，高能力組則是比較結構優於因果結構。

摘要(英)

Expository passages has been widely used in junior high school text book. However, many students have encountered difficulty while reading expository texts. Past studies had indicated that readers who are sensitive to text structure had better reading comprehension of expository text. Thus, the purpose of this study was examine seventh-grade students’ awareness of two expository passages text structure (comparison/contrast and cause/effect relation) and their recall of texts written in those structures. The participants included 119 seventh-grade students, and they were grouped into high- and low-ability groups, based on their performance on reading comprehension test.
The analyses revealed significant main effects for ability and text type, and results indicated that: (1) The data was analyzed to determine whether signal words were used in the written recall resembled the passage’s structure, and shows that students performed significantly better in comparison/contrast than cause/effect text structure. (2) On the comprehension performance in written recall, students performed significantly better in comparison/contrast than cause/effect text structure. (3) High-ability students significantly outperformed low-ability students in comparison/contrast text structure, but not in cause/effect text structure.

關鍵字(中)

★ 文章結構
★ 說明文體
★ 閱讀理解
★ 七年級生

關鍵字(英)

★ text structure
★ expository text
★ reading comprehension
★ seventh-grade students

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 5
第一節說明文結構的定義與類別 5
第二節結構覺知能力的相關研究 8
第三節閱讀理解能力和結構覺知能力的關係 13
第四節小結與討論 17
第三章研究方法 21
第一節研究對象 21
第二節研究工具 21
第三節研究程序 24
第四節資料分析 25
第四章研究結果與討論 38
第一節不同結構類型的覺知能力 38
第二節不同結構類型的文章理解 42
第三節高低能力組對不同結構類型的覺知能力 43
第五章研究結論與限制 46
第一節結論 46
第二節研究限制與建議 48
參考文獻 50
附錄一：指導語 55
附錄二：練習文章 56
附錄三：正式文章—大王花 57
附錄四：正式文章—狐狸 59

參考文獻

王彩芬（2004）。我國小學「自然與生活科技」教科書之內容分析（未出版之碩士論文）。臺北市立師範學院，臺北市。
林清山（譯）（1997）。教育心理學：認知取向（原作者：Richard E. Mayer）。臺北市：遠流。（原著出版年：1987）。
林蕙君（1995）。閱讀能力、說明文結構對國小高年級學生的閱讀理解及閱讀策略使用之影響研究（未出版之碩士論文）。國立新竹師範學院，新竹市。
許嘉哲、黃鴻博（2009）。海峽兩岸科學教科書生命科學相關單元說明文頂層結構之比較研究。「中華民國第25屆科學教育學術研討會」張貼之論文，臺北。
陳均伊（2013）。國小自然與生活科技教科書的語句類型分析─因果性解釋與預測性解釋的探討。教科書研究，6(1)，57-85。
陳雅慧（2013）。會考時代，學生非閱讀不可！親子天下雜誌，45。取自https://www.parenting.com.tw/
辜玉旻（2017）。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。行政院科技部專題研究成果報告(編號：MOST 105-2410-H-008 -051 -MY3)，未出版。
黃昶慈（2010）。先備知識對於不同閱讀能力的學童在閱讀歷程中自我提問的影響（未出版之碩士論文）。國立中央大學，桃園市。
萬淑宜（2011）。海峽兩岸國中自然教科書之內容分析比較—以牛頓力學為例（未出版之碩士論文）。國立臺灣師範大學，臺北市。
蔡懿萱（2009）。圖文提示對學童閱讀科學說明文記憶與理解之影響（未出版之碩士論文）。國立中央大學，桃園市。
鄭立婷（2005）。國小高年級科學教科書之生物類課文結構分析類課文結構分析及閱讀理解研究及閱讀理解研究(以植物的構造與功能為例)（未出版之碩士論文）。臺北市立教育大學，臺北市。
翰林出版(主編)(2016)。國民中學自然與生活科技課本(第一冊)。臺北市：翰林出版。
魏國泰（2006）。教科書的重要性。網路社會學通訊期刊，57。取自http://www.nhu.edu.tw/~society/e-j/57/57-41.htm
Amiri, F., Zainal, Z., & Samad, A. A. (2012). Effects of text structure on the Iranian students’ reading comprehension performance. Procedia-Social and Behavioral Sciences, 66, 402-409.
Brincones, I., & Otero, J. (1994). Students′ conceptions of the top‐level structure of physics texts. Science Education, 78(2), 171-183.
Caillies, S., Denhière, G., & Kintsch, W. (2002). The effect of prior knowledge on understanding from text: Evidence from primed recognition. European Journal of Cognitive Psychology, 14(2), 267-286.
Cain, K., Patson, N., & Andrews, L. (2005). Age-and ability-related differences in young readers′ use of conjunctions. Journal of Child Language, 32(4), 877-892.
Duke, N. K., & Kays, J. (1998). “Can I say ‘once upon a time’?”: Kindergarten children developing knowledge of information book language. Early Childhood Research Quarterly, 13(2), 295-318.
Englert, C. S., & Hiebert, E. H. (1984). Children′s developing awareness of text structures in expository materials. Journal of Educational Psychology, 76(1), 65-74.
Englert, C. S., Stewart, S. R., & Hiebert, E. H. (1988). Young writers′ use of text structure in expository text generation. Journal of Educational Psychology, 80(2), 143-151.
Ghaith, G. M., & Harkouss, S. A. (2003). Role of text structure awareness in the recall of expository discourse. Foreign Language Annals, 36(1), 86-96.
Hiebert, E. H., Englert, C. S., & Brennan, S. (1983). Awareness of text structure in recognition and production of expository discourse. Journal of Reading Behavior, 15(4), 63-79.
Kara, S. (2013). The role explicit teaching of signals play on reading comprehension. TEM Journal: Technology, Education, Management, Informatics, 2(1), 28-34.
Kintsch, W., & Van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological review, 85(5), 363-394.
Lorch, R. F., Jr. (1985). Effects on recall of signals to text organization. Bulletin of the Psychonomic Society, 23(4), 374-376.
Lorch, R. F., Jr. (1989). Text-signaling devices and their effects on reading and memory processes. Educational Psychology Review, 1(3), 209-234.
Lorch, R. F., Jr. (2010, March). Effects on Text Processing of Signaling Text Organization. In Proceedings of Multidisciplinary Approaches to Discourse, Moissac, France.
Lorch, R. F., Jr., & Lorch, E. P. (1996). Effects of headings on text recall and summarization. Contemporary Educational Psychology, 21(3), 261-278.
Lorch, R., Lemarié, J., & Grant, R. (2011). Signaling hierarchical and sequential organization in expository text. Scientific Studies of Reading, 15(3), 267-284.
McGee, L. M. (1982). Awareness of text structure: Effects on children′s recall of expository text. Reading Research Quarterly, 17(4), 581-590.
McGee, L. M., & Richgels, D. J. (2004). Literacy′s beginnings: Supporting young readers and writers, 4/E. Boston, MA: Allyn & Bacon.
Meyer, B. J. F. (1985). Prose analysis: Purposes, procedures, and problems. In B. K. Britton & J. Black (Eds.), Analyzing and understanding expository text (pp. 269-304). Hillsdale, NJ: Erlbaum.
Meyer, B. J. F. (2003). Text coherence and readability. Topics in Language Disorders, 23(3), 204-224.
Meyer, B. J. F., & Freedle, R. O. (1984). Effects of discourse type on recall. American Educational Research Journal, 21(1), 121-143.
Meyer, B. J. F., & Poon, L. W. (2001). Effects of structure strategy training and signaling on recall of text. Journal of Educational Psychology, 93(1), 141-159.
Meyer, B. J. F., & Ray, M. N. (2011). Structure strategy interventions: Increasing reading comprehension of expository text. International Electronic Journal of Elementary Education, 4(1), 127-152.
Meyer, B. J. F., Brandt, D. M., & Bluth, G. J. (1980). Use of top-level structure in text: Key for reading comprehension of ninth-grade students. Reading Research Quarterly, 16(1), 72-103.
Meyer, B. J. F., Ray, M. N., & Middlemiss, W. (2012). Children’s use of comparative text signals: The relationship between age and comprehension ability. Discourse, 10, 1-25.
Meyer, B. J. F., Talbot, A., Stubblefield, R. A., & Poon, L. W. (1998). Interests and strategies of young and old readers differentially interact with characteristics of texts. Educational Gerontology, 24(8), 747-771.
Ray, M. N., & Meyer, B. J. F. (2011). Individual differences in children′s knowledge of expository text structures: A review of literature. International Electronic Journal of Elementary Education, 4(1), 67-82.
Richgels, D. J., McGee, L. M., & Slaton, E. A. (1989). Teaching expository text structure in reading and writing. In K. D. Muth (Eds.), Children′s comprehension of text: Research into practice (pp. 167-184). Newark, DE: International Reading Association.
Richgels, D. J., McGee, L. M., Lomax, R. G., & Sheard, C. (1987). Awareness of four text structures: Effects on recall of expository text. Reading Research Quarterly, 22(2), 177-196.
Richgels, D. J., Tomlinson, C. M., & Tunnell, M. O. (1993). Comparison of elementary students′ history textbooks and trade books. Journal of Educational Research, 86(3), 161-171.
Roller, C. M. (1990). Commentary: The interaction between knowledge and structure variables in the processing of expository prose. Reading Research Quarterly, 25(2), 79-89.
Schellings, G., Aarnoutse, C., & Van Leeuwe, J. (2006). Third-grader′s think-aloud protocols: Types of reading activities in reading an expository text. Learning and Instruction, 16(6), 549-568.
Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Slater, W. H., Graves, M. F., & Piché, G. L. (1985). Effects of structural organizers on ninth-grade students′ comprehension and recall of four patterns of expository text. Reading Research Quarterly, 20(2), 189-202.
Stein, N. L., & Trabasso, T. (1981). What’s in a story: An approach to comprehension and instruction (Unpublished doctoral dissertation). University of Illinois, Urbana-Champaign, Illinois.
Taylor, B. M. (1980). Children′s memory for expository text after reading. Reading Research Quarterly, 15(3), 399-411.
Taylor, B. M., & Samuels, S. J. (1983). Children’s use of text structure in the recall of expository material. American Educational Research Journal, 20(4), 517-528.
Wijekumar, K., Meyer, B. J. F., Lei, P. W., Lin, Y. C., Johnson, L. A., Spielvogel, J. A., ... & Cook, M. (2014). Multisite randomized controlled trial examining intelligent tutoring of structure strategy for fifth-grade readers. Journal of Research on Educational Effectiveness, 7(4), 331-357.
Yopp, R. H., & Yopp, H. K. (2006). Informational texts as read-alouds at school and home. Journal of Literacy Research, 38(1), 37-51.

指導教授

辜玉旻(Yu-Min Ku)

審核日期

2017-6-26

推文