本研究提出一個「說明文的文本結構閱讀策略之網路自學系統」，運用線上閱讀引導系統和網路同儕互評機制，讓學生於課後或利用自習課的時間，在線上進行閱讀策略的學習。學生在系統中，藉由系統的引導，觀看線上教材、操作說明後，進行學習單的文章閱讀練習。系統將完成的學生學習單分送給其他學生評改，學生可以藉由評改他人的學習單中，學習他人的優點和指正他人的缺失，也能較以往更快獲得教學的回饋，進而提高學生的學習效果和學習意願。 本研究的實驗對象為桃園縣某高中附設國中部七年級學生，四個班級共179位學生。以班級為單位，以有無使用線上閱讀引導系統和有無使用網路同儕互評機制，共分為四個組別分別施行實驗。因實驗的需要，以資訊課來模擬課後自學、互評的線上活動。實際使用四週八節課的上課時間，分別進行美國學者Meyer所提出的說明文文本結構閱讀策略「對比與對照」和「問題解決」兩種文本結構教學。研究結果發現如下： 1. 比較使用線上閱讀引導系統和網路同儕互評機制二因子交互作用下學生表現，在「對比與對照」和「問題解決」文本結構教學中，學生的表現在教學前後，皆無顯著差異。 2. 比較有無使用線上閱讀引導系統學生表現，無論在「對比與對照」或是在「問題解決」文本結構教學中，學生的表現皆有顯著差異。 3. 比較有無使用網路同儕互評機制學生表現，在「對比與對照」文本結構教學中，學生表現有顯著差異。但在「問題解決」文本結構教學，學生表現無明顯差異，主要原因為學生在「問題解決」教學過程中，學習活動時間太長，使得學生失去耐心，影響網路互評的效果。 關鍵字：閱讀策略、文本結構、網路同儕互評 This study proposes a “structure of expository text reading strategies on network self-learning system". The system uses guided reading and network peer assessment .Students can learn reading strategies online after-school time or in self-study courses. Students follow the system boots. They watch online teaching materials and after operating instructions, practice a reading text. After students complete the practice, the system allots jobs to students. Students begin the mutual evaluation work. They can learn the advantages of others and point out the shortcomings of others from jobs. Students can not only get feedback more quickly, but also improve their learning outcomes and willingness to learn.The experimental subjects include Taoyuan Private Fudan High School 179 seventh graders. We teach students reading strategies lesson four weeks eight courses with Meyer "compare & contrast " and "problem-solving" text structures in computer classes. We choose the use of guided system and the use of network peer assessment as the two factors, The class is taken as a unit with all students were divided into four experimental groups .Confirmed by experiments, both in “compare & contrast” "problem-solving" teaching structures of the text, students who used guided system and network peer assessment didn’t learn better in than other groups.Confirmed by experiments, both in "compare & contrast" and "problem-solving" teaching structures of the text, Students who only used guided system learned better than the other group.Confirmed by experiments, in "compare & contrast" teaching structure of the text, students who only used network peer assessment learned better than the other group. However, they didn’t learn better in "problem-solving" teaching structure. They lost their patience due to long teaching activity time.Key words: reading strategies, text structure, network peer assessment
