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研究生:陳靜慧
研究生(外文):Jing-huoy Chern
論文名稱:分享式閱讀教學對國小低年級學童識字能力以及閱讀動機之影響
論文名稱(外文):The Effects of the Shared-book Reading Instruction on Elementary School Students’ Word Recognition Ability and Reading Motivation
指導教授:陳海泓陳海泓引用關係
指導教授(外文):Hae-hung Chern
學位類別:碩士
校院名稱:國立臺南大學
系所名稱:教育學系課程與教學碩士班
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2004
畢業學年度:92
語文別:中文
論文頁數:163
中文關鍵詞:識字能力分享式閱讀教學親子共讀閱讀動機
外文關鍵詞:word recognition abilityshared book reading instructionpaired readingreading motivation
相關次數:
  • 被引用被引用:149
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  • 下載下載:313
  • 收藏至我的研究室書目清單書目收藏:36
本研究旨在探討分享式閱讀教學對國小學童識字能力與閱讀動機的影響,並根據研究結果提出國小閱讀教學之具體建議。本研究係以台南市某一小學一年級兩班學生為研究對象,一班為實驗組,人數為35人,在閱讀課接受分享式閱讀教學;另一班為控制組,人數為35人,在閱讀課時自行閱讀,不接受閱讀指導活動。
整個實驗為期十週,共計二十節課,實驗之過程評量採用自編之「識字能力測驗甲卷」、「識字能力測驗乙卷」以及「閱讀動機問卷」,資料處理以單因子共變數分析比較兩組學生在「閱讀動機問卷」之得分差異,並利用t檢定比較兩組學生在識字能力測驗上的得分差異。而為了解實驗組學生和學生家長對整個學期閱讀課的想法,期末學生須填寫「閱讀回饋單」,學生家長則填寫「家長閱讀活動回饋單」。
研究結果顯示:
(一)接受分享式閱讀教學之實驗組學生在「識字能力測驗乙卷」上之得分與控制組無顯著差異
(二)分享式閱讀教學確實能提升學生的閱讀動機
(三)分享式閱讀教學後,學生和學生家長對分享式閱讀教學的反應頗佳
The purpose of this study was to explore the effects of the shared-book reading instruction on elementary school students’ word recognition ability and reading motivation. The subjects were first-grade students of two classes in one elementary school in Tainan city. One of these two classes was the experimental group composed of thirty-five pupils given the shared-book reading instruction in reading class while the other class was the control group also composed of thirty-five pupils reading by themselves in reading class and didn’t offer any reading instruction.
The whole experimental instruction had lasted for twenty classes within ten weeks. “Word Recognition Ability Test A”, “Word Recognition Ability Test B” and “Reading Motivation Questionnaire” were developed and used as instruments to collect data. One-way Analysis of Covariance (ANCOVA) was used to analyze the difference of score in “Reading Motivation Questionnaire” and T-test was also used to compare the difference of score of both groups in word recognition ability test.
The results of the study were indicated that:
(1)There was no significant difference between the experimental group whom are given shared-book reading instruction in “Word Recognition Ability Test B” and the control group.
(2)Shared-book reading instruction could increase the students’ reading motivation indeed.
(3)The students and students’ parents of the experimental group respond great to this reading instruction.
中文摘要…………………………………...i
英文摘要………………………………….…ii
誌謝…………………………………………iii
目次……………………………….………iv
表次……………………………………….…vi
圖 次………………………………………vii
第壹章 緒論
第一節 研究動機與目的 1
第二節 研究問題 5
第三節 名詞釋義 6
第四節 研究假設 7
第五節 研究範圍與限制 7
第貳章 文獻探討
第一節 分享式閱讀教學 9
第二節 識字能力 30
第三節 閱讀動機 38
第四節 分享式閱讀教學、識字能力、閱讀動機的實徵研究 41
第參章 研究方法
第一節 研究對象 51
第二節 研究教材與工具 51
第三節 研究設計與流程 68
第四節 資料處理與分析 74
第肆章 研究結果與討論
第一節 研究結果分析…………………………………..75
第二節 結果討論………………………………………..78
第三節 閱讀學習單之整理分析………………………..80
第四節 閱讀回饋單之整理分析………………………….86
第五節 家長閱讀活動回饋單之整理分析……………..95
第伍章 研究結論與建議
第一節 研究結論………………………………………99
第二節 建議………………………………………..101
參考書目
一、中文部分 105
二、西文部份 109
附錄
附錄一 識字能力測驗甲卷 123
附錄二 識字能力測驗乙卷 124
附錄三 國小學童閱讀動機預試問卷 125
附錄四 國小學童閱讀動機正式問卷 127
附錄五 閱讀學習單 129
附錄六 閱讀回饋單 150
附錄七 家長閱讀活動回饋單 151
附錄八 分享式閱讀教學課程教案 152
附錄九 親子共讀次數分配表 163
表目次
表2-1 自然學習發展流程 11
表2-2 學習主導權移轉表 12
表3-1 識字能力測驗甲卷內容綱要 59
表3-2 識字能力測驗乙卷內容綱要 60
表3-3 學童閱讀動機預試問卷項目分析結果 63
表3-4 閱讀動機問卷之題目與總分相關分析摘要表 64
表3-5 閱讀動機問卷題目與閱讀動機概念向度對照表 65
表3-6 學童閱讀動機問卷正式試測版本各題項的因素負荷量 66
表4-1 兩組學生在「識字能力測驗甲卷」之平均數、標準差及t考驗
摘要表………………………………………………………75
表4-2 兩組學生在「識字能力測驗乙卷」後測之平均數、標準差及t考驗摘要表76
表4-3 兩組學生在「閱讀動機問卷」前後測之平均數及標準差……………76
表4-4 兩組學生在「閱讀動機問卷」前後測之迴歸係數同質性檢定摘要表……76
表4-5 兩組學生在「閱讀動機問卷」分數之共變數分析摘要表……………77
表4-6 兩組學生在「閱讀動機問卷」之調整後平均數及標準誤……………77
表4-7 喜歡聽故事與否統計表……………………………86
表4-8 喜歡說故事給父母聽與否統計表………………86
表4-9 最喜歡的故事統計表………………………………90
表4-10 看書態度統計表………………………………..90
表4-11 閱讀活動意見統計表…………………………..92
表4-12 閱讀活動感想統計表…………………………..93
表4-13 小朋友閱讀活動前後改變統計表………………95
表4-14 小朋友閱讀活動前後閱讀態度統計表……….…96
表4-15 對親子共讀之態度統計表……………………..96
表4-16 活動改進與否統計表…………………………..97
圖目次
圖2-1 全語言自然學習教室模式…………………………11
圖3-1 國小學童閱讀動機問卷修訂流程圖 62
圖3-2 實驗設計模式架構圖 69
圖3-3 研究設計流程圖 70
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譚光鼎(民89)。國家霸權與政治社會化之探討—以「認識台灣」課程為例。教育研究集刊,45,113-137。
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2. 22.郭蘭生、杜明宏、曾炤賓(1985),提色劑對白紙視白度之效應,漿與紙61(7):5-15。
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