視覺化閱讀歷程系統於國小身教式持續安靜閱讀之應用

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鍾衍震(Yen-Chen Chung) 查詢紙本館藏

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網路學習科技研究所

論文名稱

視覺化閱讀歷程系統於國小身教式持續安靜閱讀之應用
(Application of Visual Reading Portfolio System to Enhance Modeled Sustained Silent Reading in Elementary School)

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至系統瀏覽論文 (2027-8-1以後開放)

摘要(中)

在現今社會中，閱讀能力是決定個人競爭力的關鍵因素，閱讀可影響蒐集、理解、判斷與運用資訊之能力。研究指出，閱讀動機為學生學習閱讀技能與培養閱讀習慣的關鍵之一，因此保持與增進學生的閱讀興趣及習慣為值得關注的議題。過往的研究指出，影響閱讀能力的成功因素除了詞彙知識外，更重要的是學生閱讀書籍的廣度和深度。當學生有閱讀偏食的情況時，教師可能礙於教學時間有限無法指導學生如何篩選書籍及進行閱讀理解策略教學，而學生的閱讀狀況難以追蹤亦增加幫助學生制定閱讀方向的難度。近年來網際網路及多媒體蓬勃發展，遂使學習歷程檔案逐漸邁向數位化以輔助教師監控學生學習歷程與行為。
因此，本研究開發基於知識圖譜之視覺化閱讀歷程系統以提供師生以閱讀歷程儀表板。該系統整合知識圖譜技術，透過學習分析儀表板呈現個人或同儕借閱書籍狀況的閱讀圖譜，可助於學生或教師瞭解個人的閱讀行為與狀況。本研究將系統融合至學習環境中，針對桃園市某國小四、五年級學生共35位，展開為期 6 周的閱讀引導，以探討系統介入後學生閱讀理解能力、閱讀動機和自我調節、閱讀廣度與閱讀深度之影響。
本研究結果表明，在使用系統後，學生有選擇難度更深、主體更廣的書籍閱讀的趨勢，其中閱讀圖譜扮演著重要的媒介，可引導學生並激發他們選擇其他主題或深度的書籍；另外，相較於高閱讀能力組學生，閱讀圖譜更能夠幫助低閱讀能力組學生提升閱讀理解能力，尤其更能改善低閱讀能力組學生的閱讀偏食情形。

關鍵字：知識圖譜；學習分析儀表板；身教式持續安靜閱讀；數位學習歷程檔案；閱讀偏食

摘要(英)

Reading ability is the crucial factor that determines personal competitiveness nowadays, which can affect the capability of gathering, comprehension, judging and utilizing the information. Researchers indicate that motivation is critical in students′ reading behavior and habit. Therefore, maintaining students′ reading motivation and habits deserves our attention. In addition to vocabulary recognition, the breadth and depth degree of books students choose to read is also critical factor affecting reading ability. However, teachers seldom instruct students on how to select the books. It is also difficult for teachers to track students′ reading status to set their reading direction. With the development of internet technology, E-portfolio is a helpful tool for the teacher to monitor students reading behavior.
This study develops the visual reading portfolio system based on a knowledge graph to provide teachers and students with a dashboard indicating the reading status of individuals and peers. In addition, this study integrates the system into an elementary school for 35 fourth and fifth-grade students. The reading and behavior data in 6 weeks are collected and analyzed to explore students′ reading comprehension, motivation, self-regulation, and reading behavior.
The results indicate that the reading graph is an essential medium in guiding students to choose unfamiliar book topics or deeper-level books. Moreover, compared to students with higher reading comprehension, the knowledge graph is more helpful in enhancing students with lower reading comprehension, and significantly improves reading preference.

關鍵字(中)

★ 知識圖譜
★ 學習分析儀表板
★ 身教式持續安靜閱讀
★ 數位學習歷程檔案
★ 閱讀偏食

關鍵字(英)

★ Knowledge Graph
★ Learning Analytics Dashboard
★ Modeled Sustained Silent Reading
★ E-portfolio
★ Reading Preference

論文目次

中文摘要 i
英文摘要 ii
誌謝 iii
目錄 iv
表目錄 ix
圖目錄 xi
一、緒論 1
1-1 研究背景與動機 1
1-2 研究目的 3
1-3 研究問題 3
1-4 名詞定義 4
1-5 研究貢獻程度 4
二、文獻探討 6
2-1 閱讀與學習 6
2-1-1 閱讀的重要性 6
2-1-2 閱讀偏食 6
2-2 引導學生閱讀之策略 7
2-2-1 趣創者理論 7
2-2-2 身教式持續安靜閱讀(MSSR) 9
2-3 知識圖譜概念和技術 11
2-3-1 概念圖理論研究 11
2-3-2 知識圖譜的定義與架構 12
2-3-3 知識圖譜相關研究 13
2-4 教育資料探勘應用 15
2-4-1 開放式學生模型 15
2-4-2 數位學習歷程檔案 16
2-4-3 學習分析儀表板與視覺化 17
三、系統設計與實作 19
3-1 系統簡介 19
3-2 系統環境架構 19
3-2-1 伺服器環境 19
3-2-2 前端(使用者介面) 19
3-2-3 後端(技術及語言) 20
3-2-4 知識圖譜環境架構 20
3-3 系統功能介紹及設計理念 21
3-3-1 Neo4j圖形數據庫管理系統介面 22
3-3-2 閱讀圖譜系統畫面介紹 24
3-3-3 閱讀圖譜系統下拉選單介紹 25
3-3-4 閱讀圖譜系統觀看組合介紹 26
3-3-5 閱讀圖譜系統觀看書籍資訊介紹 30
四、研究方法 31
4-1 研究設計 31
4-2 研究對象 31
4-3 研究工具 32
4-3-1 閱讀理解成長測驗 32
4-3-2 書籍主題分類 32
4-3-3 書籍等級深度 33
4-3-4 學習動機和自我調節自編問卷 34
4-3-5 學生使用系統相關之問卷(閱讀圖譜) 35
4-3-6 教師使用系統狀況問卷 36
4-3-7 教師使用系統狀況訪談 36
4-3-8 系統事件紀錄檔 37
4-4 實驗設計 37
4-4-1 實驗準備期 38
4-4-2 正式實驗期 38
4-4-3 實驗分析階段 39
4-5 資料收集與分析 39
4-5-1 成對樣本T檢定(Paired Sample T test) 39
4-5-2 獨立樣本T檢定(Independent Sample T test) 39
4-5-3 共變異數分析(ANCOVA) 40
4-5-4 魏克森符號檢定(Wilcoxon rank-sum test) 40
4-5-5 滯後序列分析(Lag Sequential Analysis) 40
4-5-6 單因子變異數分析(ANOVA) 40
五、研究結果 41
5-1 學生閱讀理解成長測驗的分析 41
5-1-1 高閱讀能力組、低閱讀能力組閱讀理解成長測驗後測比較 41
5-1-2 高閱讀能力組閱讀理解成長測驗前、後測比較 42
5-1-3 低閱讀能力組閱讀理解成長測驗前、後測比較 42
5-2 學生學習動機及自我調節問卷分析 43
5-2-1 整體學生學習動機及自我調節探究 43
5-2-2 高閱讀能力組學生學習動機及自我調節探究 44
5-2-3 低閱讀能力組學生學習動機及自我調節探究 45
5-2-4 高、低閱讀能力組學生學習動機及自我調節探究之間差異 46
5-3 書籍借閱廣度及深度探究 47
5-3-1 借閱書籍深度分析：對照期與實驗期整體學生主題比較 47
5-3-2 借閱書籍深度分析：對照期與實驗期高閱讀能力組學生主題比較 49
5-3-3 借閱書籍深度分析：對照期與實驗期低閱讀能力組學生主題比較 50
5-3-4 借閱書籍廣度分析：對照期與實驗期領域比較 50
5-3-5 借閱書籍廣度分析：對照期與實驗期整體學生主題比較 51
5-3-6 借閱書籍廣度分析：對照期與實驗期高閱讀能力組學生主題比較 54
5-3-7 借閱書籍廣度分析：對照期與實驗期低閱讀能力組學生主題比較 56
5-4 使用系統行為序列分析 59
5-4-1 高閱讀能力組學生在使用系統之行為探討 59
5-4-2 低閱讀能力組學生在使用系統之行為探討 60
5-4-3 學生在使用閱讀圖譜的動機探討 64
5-4-4 序列分析總結 64
5-5 師生在使用系統後借閱狀況和看法 65
5-5-1 學生對於系統相關之看法 65
5-5-2 學生系統使用功能比例 66
5-5-3 教師認為學生使用成效評估 67
5-5-4 教師對於系統使用狀況及看法 68
六、討論 69
6-1 知識圖譜以視覺化方式呈現之影響 69
6-2 閱讀能力組知識對於閱讀有著關鍵之影響 71
6-3 閱讀偏食之影響 71
七、結論與建議 73
7-1 結論 73
7-1-1 低閱讀能力組學生閱讀理解能力顯著性提升 73
7-1-2 學生習動機為顯著性下降，學生自我調節無顯著差異 73
7-1-3 學生借閱書籍的深度及廣度皆有提升 73
7-1-4 高閱讀能力組學生關注自己的閱讀狀況，低閱讀能力組學生著重瞭解班上學生閱讀狀況 74
7-2 研究限制 74
7-3 未來展望 75
參考文獻 76
附錄 87
附錄一研究參與者知情同意書 87
附錄二 IRB研究倫理審查20220518 98
附錄二學習動機和自我調節自編問卷 99
附錄四系統相關之題目問卷 102
附錄五教師使用系統狀況問卷 104
附錄六教學現場的照片 106

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指導教授

洪暉鈞(Hui-Chun Hung)

審核日期

2022-7-27

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