數位閱讀筆記策略教學對國小六年級學生做筆記能力及閱讀理解之影響–以LoiLoNote School為平台;The Impact of Digital Reading Note-Taking Strategy Instruction on Note-Taking Ability and Reading Comprehension Among Sixth-Grade Elementary School Students: Utilizing LoiLoNote School as a Platform

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题名:	數位閱讀筆記策略教學對國小六年級學生做筆記能力及閱讀理解之影響–以LoiLoNote School為平台;The Impact of Digital Reading Note-Taking Strategy Instruction on Note-Taking Ability and Reading Comprehension Among Sixth-Grade Elementary School Students: Utilizing LoiLoNote School as a Platform
作者:	葉念婷;Yeh, Nien-Ting
贡献者:	學習與教學研究所
关键词:	數位閱讀筆記策略;做筆記能力;閱讀理解能力;digital reading note-taking strategies;note-taking abilities;reading comprehension abilities;LoiLoNote School
日期:	2025-01-14
上传时间:	2025-04-09 18:23:46 (UTC+8)
出版者:	國立中央大學
摘要:	本研究旨在探討數位閱讀筆記策略對國小六年級學生做筆記能力與閱讀理解的影響。研究對象為桃園市某公立國小六年級兩個班級，共48位學生，進行兩節的教學實驗。學生在參與筆記策略課程後，在LoiLoNote School平台上以數位方式進行閱讀並做筆記。教學實驗前後分別實施了「筆記能力測驗」及「閱讀理解能力測驗」，並透過量化分析評估學生在這兩項測驗中的表現，以探討筆記策略教學對學生數位媒介閱讀後的筆記能力與閱讀理解能力之影響。研究結果顯示，筆記策略教學對不同做筆記能力學生的閱讀理解能力均產生了顯著影響；而在做筆記能力方面同樣具有顯著效果，無論學生的筆記能力高低，所有學生的做筆記能力均有顯著提升，充分展現了筆記策略教學的適用性與有效性。;This study aims to investigate the impact of digital reading note-taking strategies on the note-taking abilities and reading comprehension of sixth-grade elementary school students. The participants consisted of 48 students from two sixth-grade classes at a public elementary school in Taoyuan City. A two-session instructional experiment was conducted, during which students engaged in digital reading and note-taking on the LoiLoNote School platform after receiving instruction on note-taking strategies. Before and after the instructional experiment, a "Note-Taking Ability Test" and a "Reading Comprehension Test" were administered. Quantitative analysis was conducted to evaluate students′ performance on these tests, exploring the effects of note-taking strategy instruction on their note-taking ability and reading comprehension in the context of digital media reading. The results of the study indicate that note-taking strategy instruction has a significant impact on the reading comprehension abilities of students with different note-taking skills. Additionally, there is a significant effect on note-taking abilities, with all students showing substantial improvement regardless of their initial note-taking skills. This demonstrates the applicability and effectiveness of note-taking strategy instruction.
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